On the other hand, the “banking education” concept of education only requires students to memorize what they are taught (Freire, p. 80). As a student, this approach would be difficult because I am not good at memorizing. However, problem-posing education allows for student engagement, critical thinking, and creativity. Freire's framework could be beneficial for education globally because it allows students to be involved in their education and use their critical thinking skills. In contrast, banking education causes educational inequalities because it discourages dialogue and “treats students as objects”, as Freire points out.

In her work, bell hooks uses theory to understand her own childhood experiences. She opens up the reading "Theory as Liberatory Practice'' to discuss the importance of this approach. In "Essentialism and Experience", hooks focus on the role of teachers in the classroom. She challenges the ideas of Diana Fuss, who believes in a "banking education" approach where professors dictate what students should learn. Instead, hooks welcomes ideas from marginalized groups and encourages students to share their own experiences in discussions. This allows for a more inclusive and diverse learning environment. hooks emphasizes the need for critical thinking, diverse standpoints, and engaging with multiple locations to gather knowledge (hooks, p. 89). hooks approach can be seen as problem-posing education, as it encourages creativity, dialogue, and critical thinking in the classroom.

To fully comprehend education, it is useful to examine the frameworks developed by Freire and hooks. They set the standards for what a classroom should look like. Freire's argument was focused on banking education and problem-posing education. In my opinion, Freire was struggling with the concept that a problem-posing education is beneficial for students to succeed in the twenty-first century. This type of education allows for dialogue, critical thinking, and creativity. On the other hand, hooks often reflected on how she could use her pedagogical experiences to benefit her students, including all students regardless of their background. hooks fostered critical thinking skills in her students.

Professor Lyons

Soc 335/Spring

Padlet 2

According to the reading, a careful analysis of the teacher-student relationship at any level, inside or outside the school, reveals its fundamentally narrative character. The relationship involves a narrating subject ( the teacher) and patient listening objects (the students). The contents, whether values or empirical dimensions of reality, tend in the process of being narrated to become lifeless and petrified. He states that education is suffering from narration sickness. Freire says in the reading that the teacher's task is to fill the students with the contents of his narration, which are detached from reality, disconnected from the totality that engendered them and could give them significance. Basically feeling alienated and unheard. Lack of power in their voices. An interesting sentence from the reading that caught my eye is “Narration ( with the teacher as narrator) leads the students to memorize mechanically the narrated content”. Which is one style of learning. Freire argues that the correct way to handle outsiders is not to integrate or re-educate them, but to change the system so the outsiders become "beings for themselves." Freire acknowledges that many teachers are unaware that their "banking" method of teaching promotes oppression. Bell Hooks starts off the reading saying “ Over time, that skepticism has deepened. Black students, female and male, continually interrogate this issue. Whether in the classroom or while giving a public lecture, I continually ask whether or not black concern with the struggle to end racism precludes involvement with feminist movement. "Don't you think black women, as a race, are more oppressed than women?" The last sentence is crucially important, allowing us to open our minds to think critically on If this is pretty much accurate in society today or just an opinion? The main concept of Teaching to transgress is about pushing against the boundaries, to challenge racism, sexism, classism and all forms of oppression in the world. A transgressive approach to education is when educators support others and themselves to achieve the freedom to live fully in the world. In other words having more freedom and power as students. 

Critical Perspectives on bell hooks is a powerful tribute to a living pedagogy that courageously unbury the destructive ideologies of oppression and human suffering, in an effort to fully embody the vitality of our human possibilities. Which is contrary to Freire's critical pedagogy framework. From the lens of Marx’s conflict. Overall Hook’s key takeaway in the reading is that education should be a liberating experience that challenges oppressive systems. In order to create a learning environment within the classroom, she aims to diffuse hierarchy and create a sense of community. Hooks maintains that the classroom should be a place that is life-sustaining and mind-expanding, a place of liberating mutuality where teachers and students work in partnership. An important perception Hooks gives us  is that we ought to approach education as a “practice of freedom” that helps students engage in this “transgressive” process of development beyond the narrowly circumscribed roles assigned to them according to their race, gender, class, and other reasons. Establishing early on that Hooks views on education predicated on how authority and dominance play out in the classroom. Although both of their perspectives are important and two different ideas of how education in a classroom should look like. We can keep an open mind to both views and look for the best decision and or functional solution combining them or keeping them separated! Education inequality stems from abuse of power race and other paradigms that are constructed and enforced by the higher class individuals and government who support this nonsense! These issues and indifferences are not new, they have been a structured system that has been normalized for generations globally. The bigger question is how can we change this or does it have to be changed from the inside out?

Freire's concept of critical pedagogy centers on the idea that education should empower students to question and transform oppressive systems. This approach recognizes that education is not a neutral process and plays a significant role in shaping power dynamics. Educators can create a classroom environment that encourages critical thinking and challenges oppressive structures by engaging students in dialogue and reflection. Freire's philosophy of education says education as a tool for liberation as envisioned empowerment provides frameworks to analyze privilege, power, and the political nature of education. "it is the people themselves who have filed away through the lack of creativity, transformation, and knowledge in this (at best) misguided system" (p72)

The phrase highlights how an education approach devoid of innovation, adaptability, and emphasizing knowledge acquisition rather than merely processing students can decrease humanity. It sees the current strategy as less enriching and more reductive. It critiques the detrimental effects that the existing educational system has on individuals and pupils. People themselves are said to get "filed away," which is code for losing one's uniqueness, inventiveness, and sense of direction. In the system, they are reduced to just numbers or files.

This is attributed to the system's "lack of creativity, transformation, and knowledge" in general. It implies that the system's approach to education is, at most, "misguided."

It means the system cannot promote innovation, development, the pursuit of new concepts and information, and pupils' personal growth.

Instead, it stifles kids' innate human traits

curiosity, imagination, and a drive to learn by treating them like they are products of an assembly line or bureaucracy.

Ultimately, many give up on realizing their potential and accept that they are just products of the system. The system is generally rebuked for being old-fashioned, inflexible, and dehumanizing in how it molds and "files away" pupils rather than providing them with holistic care.

Hooks' emphasis on engaged pedagogy highlights how gender, race, and class influence the learning experience. She advocates for student-centered learning, incorporating students' experiences into the curriculum. This approach acknowledges students' diverse backgrounds and perspectives and values their voices and contributions. Hooks also highlights the need for education to address and eliminate oppression, recognizing that education can perpetuate or challenge existing inequalities.

Both theorists acknowledge that educational inequities exist globally, and their theories apply to addressing these issues. Education systems need help with problems of access, representation, and marginalization of certain groups. Freire and Hooks offer valuable insights and perspectives for reforming education to be more inclusive and just. Their theories call for transforming classroom dynamics, curriculum, and teaching methods to create a more equitable and empowering learning environment for all students.

In Bell-Hooks we see how one can be oppressed through sexism. Feminist theorist often feel and need suppress their thoughts and ideas. Women theorist who are black still feel the need to subdue themselves and their work. They are often unable to produce great work and get recognition for it. Academic institutions informing students that their work can’t be included because it’s not “scholarly” or “theoretical”. Another form of oppression, fighting got equal right to be listened to and heard on the same level as others in your same field. Freire believes that if we all learn in this way of problem -posting we can learn from one another’s thoughts and ideas. Bell-Hooks wants us to speak up no matter what the setting and be free in expressing your thoughts and ideas. But she also states we remain afraid to this even in our own spaces.

Theorists such as Karl Marx, Emile Durkheim, and Max Weber, focused on analyzing social structures and systems, often with a higher perspective. Their theories were primarily concerned with understanding the mechanisms and dynamics of society, rather than advocating for specific social change.

In contrast, Freire and Bell Hooks both offer critical theoretical frameworks that explicitly address issues of inequality and oppression. Freire's critical pedagogy, influenced by Marx's conflict theory, emphasizes the power dynamics basic in education and advocates for transformative education that challenges oppressive structures. Freire argues that education should not be a one-way transmission of knowledge but rather a dialogical process that promotes critical thinking, and social change.

Globally, Freire and Hook's framework enable us to understand how educational inequality is influenced by broader socio-political and economic contexts. By considering intersectionality of oppression, we can examine how various forms of discrimination intersect to create unique challenges in different regions.

On the other hand, bell hooks uses theory for emotional healing, which helps to understand the emotional trauma she has faced in her life. Her argument is that our experiences shape our world views, perspectives, and knowledge, leading to new ways of understanding how the world works.

Both writers highlight the need for change in the education system, both domestically and globally. They demonstrate how the current system of education is oppressive, hindering individuals' ability to think critically and explore knowledge. Bell Hooks calls for reform in the works and theories accepted in academia, while Friere calls for reform in teaching styles that will help eradicate an oppressive society. We can use their theoretical paradigms to understand educational inequality and work towards creating a more equitable education system.

Freire argues that traditional teaching methods reinforce power dynamics between oppressors and oppressed. Instead, he proposes a dialogical approach to education where the teacher and student work together as co-creators of knowledge. On the other hand, the banking method of education is a traditional approach where the teacher is viewed as the holder of knowledge and students just receive it. This method reinforces the power dynamics of oppressors and oppressed in society. Freire believes that a dialogical approach to education can create a more just and equitable education system where all students have equal opportunities to learn and grow. The banking method perpetuates inequality in education and widens the gap, effectively keeping individuals from lower socioeconomic backgrounds and people of color in powerless positions. Its structure is designed to maintain capitalist ideals and oppress those it affects.

Bell Hooks's concept of liberation practice emphasizes the importance of critical thinking and self-discovery in education. Hooks suggests that students should be encouraged to question their beliefs and assumptions. This theory can aid in understanding the unequal distribution of education. It's worth considering that the education system may not be interested in fostering critical thinking abilities in all students. This could lead to marginalized groups questioning their circumstances, such as poverty, racism, and sexism.

It's crucial to understand that achieving a fair and just education system is not a one-time task but a continuous process. One possible solution to combat the global problem of education inequality could be the effective application of Freire and Hooks' theories. This solution requires a long-term commitment to communication, introspection, and action.

Unfortunately the conflict in Hooks theory is that the banking concept fails to have students engage with their students since there roles is to listen.

Oppressed- pg 73- the teacher teaches and the student is taught

Weber believed that Life chance opportunities to increase one's position in the social class structure.

Through the perspective of Marx's conflict theory, Freire views society as a struggle between groups with different amounts of power. According to him, he believes that education should help others understand and try to change unfair systems.  Bell hooks thinks that theories shouldn't just be ideas, but should also be reasonable and active. She thinks that learning and teaching should be more about real-life actions.

Unlike Freire and Bell Hooks, classical theories viewed education as a way to keep society in order and stable; no real desire to change it.  They focused more on how education can be integrated into systems that already existed and not how education can transform them.

Ideas of Freire and Bell Hook's can be used to understand educational inequality by taking a look at how power and resources are distributed in schools. Domestically, we can take a look at how poorer communities have schools that lack resources and support. Globally, we can take a look at how some countries have better educational opportunities than others.

Bell's message is entitled Critical Thinking, which educators oppose. He was passionate about children having a voice in the classroom.

Freire's view is that the struggle was with the oppressed. No room for growth or change.

Ultimately, Schools struggle with truly teaching our children the essence of change and limit their social imagination in being the future that brings change to a stagnant society.

Unlike the classical theorists Marx, Freire and Hooks believed that it is time to actually do something about educational inequality. The reading mentioned the banking method in schools. This means that teachers talk and the students just sit there and receive information. They have taught us the importance of actually having an open dialogue instead of just reading of a textbook and not letting the students ask questions and use their critical thinking. It's important for students to have some sort of relationship with their teacher to the point where they feel comfortable in asking questions and not feel like they are bothering. Education has become a system where teachers deposit knowledge into students without knowing if they really received it. Students don't have a voice. A classroom should not just be a lecture, it should be more than that where students are learning but are still able to express themselves and question what they are learning.