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Today, after going to Colegio Roosevelt for half a day, we made another returning trip to the MLK futbol camp in El Agustino. Once again, we were able to see the direct contrast between social and economic classes in Lima; today, however, we were able to experience this dichotomy within an hour. Students in both areas are bright, caring, and eager to learn, and yet their situations and backgrounds are polar opposites (as I have mentioned.) In Colegio Roosevelt, the learning and inquiry takes place within the classroom, and in the MLK program, learning takes place on and off the field. Either way, students are asked to reflect upon their actions and their thought processes (and in the process they kick our butts!) Teachers at both places do a good job of making sure that reflection is happening throughout the learning process. But why is this reflection practice so important?
Reflection Posters after a Game at El Agustino
Lima is a city, much like many cities in the United States, which is extremely stratified. Yesterday, we learned about the “Wall of Shame” in seminar, which is a wall in Lima that was built by an affluent part of the city that is meant to separate this part from the poverty stricken areas on the other side. This wall creates and exacerbates many problems, including total seclusion and lack of resources to the poorer areas. Most students at Colegio Roosevelt know nothing of these kinds of hardships in their personal experiences; when talking with one of the teachers, he mentioned that most of his students have drivers, maids, cooks, etc. When talking with another teacher, she said that these students are probably the most self-assured group she has ever met. It would be easy for these wealthy, confident students to forget about places like El Agustino or on the other side of “The Wall of Shame” during their education.
The Wall of Shame
We have been learning how, according to Paulo Freire, education should be democratic and should create leaders who will anticipate problems and solve these problems through systemic change. During our orientation at Roosevelt, we were told that the teachers at the school treat all students like future leaders. Thus, Freire’s ideal is clearly a value of Roosevelt’s pedagogy as well. However, it is critical that privileged students like the ones at Roosevelt reflect throughout their education on their role in the community, and how their background influences their perspective both inside and outside of the classroom. This is the only way they will be able to, in the future, anticipate the needs and problems in all of society and cause systemic change. If they never reflect upon happenings on the other side of the wall, or reflect/inquire upon why there is a wall at all, this change will not occur. This kind of reflection should result in a dissonance inspired by students realizing the difference between reality and how things should be. This reflection-induced dissonance is critical in educational growth.
Walking around the campus of Colegio Roosevelt yesterday, I did see evidence of this sort of student reflection. I noticed a mural painted on the wall that I had walked past many times and never considered:
The student-painted mural seems to be a reflection on the wall of shame and the lack of water and other resources to the areas behind the wall. The students had clearly been asked to reflect upon their own situation, privileges, and perspectives in comparison to the outside world. The acknowledgment and reflection of inequality by the students that is apparent in this mural is the first step to thinking in terms of systemic change. Thus, in the contemporary education that pairs itself with social change, reflection is imperative.
As important as it is to have students reflect, it is just as important to reflect as a teacher. Teachers should reflect upon what is working for each student in terms of creating the kind of democratic learning described above. In observing the 9th grade English class at Roosevelt, I have observed the teacher rearrange seating charts for each of her classes. She takes into careful consideration which formations will benefit all students and help them to reach their potential. She always reflects upon how the previous classes and lessons went and in order to know what to change for the next class. This is a teacher who uses very critical reflection in order to better her own pedagogy and the experience of her students after each and every lesson, and I greatly admire her thoughtfulness and care for her students. I think all teachers should be engaged in this kind of reflection during and after lessons. During the next week, we will be touring different schools all over the city, and I will looking out for more types of teacher reflection. Until then, adios!