Sixth Task

"Where is the outrage?" Critical pedagogy in dark times. 

Henry has envisioned and described a role for education as a political, moral, and ethical practice.

I am going to state some ideas that was taken from the lecture. It is relevant to say that this was an interesting lecture for us as future teachers in order to make a reflection on what we are going to do.

• ·         In this lecture he ask educators to reconsider some fundamental question, including how they teach, under what conditions and for what purposes emphasizing the relationship between education and public life.
• ·         The lecture shares with us some aspects where teaching and learning strategies respond to contexts, broader contexts of democracy, social justice, agency, politics, power, culture, and community.  
• ·         The questions of educated hope and what that means in terms of developing a theory of resistance.
• ·         Dismantling the historically guaranteed social provisions provided by the welfare state, defining profit-making  as the essence of democracy, increasing the role of corporate money in politics, waging an assault on unions, expanding the military surveillance security state while promoting widening inequality in wealth and income, fostering the erosion of civil liberties, and undercutting public faith in defining institutions of democracy.
• ·         Market values become become the template for shaping all aspects of society.
• ·         The free, possessive individuals has no obligations to anything beyond his self-interest.
• ·         The government is the archenemy of freedom.
• ·          Private interests negate public values.
• ·         Consumerism becomes the only obligation of citizenship.
• ·         With the return of the Gilded age and its dream worlds of consumption, privatization, and deregulation, not only are democratic values and social protection at risk, but the civil and formative cultures that make such values and protections central to democratic life are in danger of being eliminated altogether.
• ·         Education has to be seen as more than a credential or a pathway to a job. It has to be viewed as crucial to understanding and overcoming the current crisis of agency, politics, and historical memory faced by many young people today.
• ·         One the challenges facing the current generation of educators and students is the need to reclaim the role that education has historically played in developing critical literacies and critical capacities.
• ·         There`s a need to use  education to mobilize students to be critically engaged agents, attentive to addressing important social issues, and being alert to the responsibility of deepening and expanding the meaning and the practice of an insurrectional and radical democracy. 
• ·         What educators have to do to create the economic, political, and ethical conditions necessary to endow young people with the capacities to think, question, doubt, imagine, and defend their thought and the education as essential to be socially responsible citizens is to encourage students to defend their points of view, increase the readings levels and work with them in a group.
• ·         Finally, it is important to know that everyone has a different perspective regarding the same issue or phenomenon even when politics and social factors affects those. The importance or respect what they think is relevant as we are able to defend our perceptions with strong claims or arguments in order to make them believable.