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From: "Eileen Eckert" <eileeneckert@hotmail.com>
To: Multiple recipients of list <nifl-aalpd@literacy.nifl.gov>
Subject: [NIFL-AALPD:821] Re: lead for reform, lead for acceptance?
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Jackie asked,
Is there a difference in the teacher qualities for each of these two roles:
"citizen activism for educational reform" and the role of "advocating the
acceptance of an initiative or innovation?" If so, I would be interested to
know what you and others believe those differences to be.
Andres has answered this too, by connecting to critical theory (Giroux), but
my answer is:
Citizen action for educational reform is bottom-up, grassroots. I'd add that
"citizen" in this case shouldn't be taken literally. Teacher qualities
needed for this are open-mindedness and willingness to see their students as
their teachers in many ways, and willingness and ability to learn how to
articulate <with students> what's needed, and work together to get there.
Advocating the acceptance of an initiative or innovation is top-down. Skills
needed are management and ability to get others to go along whether it's in
their best interests or not--because of course, if the goal is acceptance
the issue of interests is irrelevant.
I don't have my copy of Pedagogy of the Oppressed with me, but I think
Freire talks about this in terms of the charitable work of "liberal" elites
<on behalf of> the oppressed ("we know what's best for you") and real
praxis, reflection-action on the part of teachers-students together.
How does PD fit in? Depends on the purpose and method. Can others see how
different forms of PD would be congruent with the different purposes and
forms of leadership?
From: jataylor <jataylor@utk.edu>
Reply-To: nifl-aalpd@nifl.gov
To: Multiple recipients of list <nifl-aalpd@literacy.nifl.gov>
Subject: [NIFL-AALPD:819] lead for reform, lead for acceptance?
Date: Thu, 20 Nov 2003 07:41:29 -0500 (EST)
Hello Jean, Gloria, Andres, All,
Jean, what a wonderful description of a teacher leader - your words are
inspiring! You motivate even me to take action! :) I will address your
previous request soon, but first, one more question?
You mentioned: "So you are referring to citizen activism for educational
reform or for advocating the acceptance of an initiative or innovation."
Secondly, when does one decide which role to take? What types of factors
may
impact that decision? How might these roles relate? And does professional
development factor in anywhere?
Thanks for sharing,
Jackie
>===== Original Message From nifl-aalpd@nifl.gov =====
>So you are referring to citizen activism for educational reform or for
>advocating the acceptance of an initiative or innovation.
>
>What does it take? First you need personal courage. You have to be
willing
>to stand up in front of others and use all resources in the community.
>Second, you have to be willing to put your job and sometimes your career
on
>the line. When the pressure comes--and it will--you can't cave in and run
>for cover. Third, you have to be a charismatic figure who can persuade
>others to join with you. You need to be able to speak within
yourself--not
>too strident, not too extreme, but clear and compelling in your arguments.
>You have to have the right balance of fun and seriousness so that people
>will enjoy going along with you in your efforts. Finally, you have to be
>ornery, stubborn, mule-headed sometimes. You have to be willing to
continue
>even though all looks hopeless.
>
>There is an excellent article--Chapter 6 in Grant and Murray: Teaching in
>America: The Slow Revolution--about a teacher who slowly evolved into a
>leader.
>
>Jean Bodman
>Union County College
>bodman@ucc.edu
>Work: 908-965-6096
>Home: 609-695-6567
>
>
>-----Original Message-----
>From: Gloria Gillette [mailto:ggillette@ix.netcom.com]
>Sent: Wednesday, November 19, 2003 5:37 PM
>To: Multiple recipients of list
>Subject: [NIFL-AALPD:816] RE: teachers as leaders?
>
>
>Recently the teachers in Cleveland (K-12) refused to give the new state
>exams
>and the state temporarily shelved them.
>http://www.cleveland.com/search/index.ssf?/base/news/1069238121219990.xml?no
>hio
>I thought this was a great act of leadership.
>They used their collective voice to speak out.
>It took a great deal of courage, but they advocated for their students and
>the field of education.
>
>$21 billion in tax relief was included in the energy bill. That is 42x the
>amount of money the
>federal govenment will spend on adult literacy in this country next year.
>
>On the most basic of all levels, we need leaders more now than ever.
>Gloria Gillette
>
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