Narrative Applications, Essay Example

Initial Character Observations

Roelito is a good student who cares about education, exams and results. Unlike Beto, he studies hard, but not because he “accepts the rules of the house” but because he chooses to. Even Beto says: “The kid took this school business seriously. Beto thought, My little brother’s solid that way.” (p. 7.) He is also forced to grow up fast, as he has to put up with constant arguments between his father and brother. Instead of taking part, he chooses to stay out and help his brother as much as he can. In that way, he is more adult-like and responsible than Beto. He is still frustrated and angry about the situation. He is driven by ambition in school and accepts his father’s belief that the only way to get a better life is to learn and get into a good college. He carefully considers the “most suitable” options. He desperately needs balance and stability in his life.

Educational Observations & Theoretical Applications

A.)What have been dominant factors within their educations?

The education of Roelito is not different from other characters’. He has been influenced by school, and it can be presumed that he accepts authority of teachers and parents. While his belief of authority in his father collapses after seeing the argument between him and his brother, he still takes the values of family and school granted.

B.)What has been missing from their individual educations that if incorporated within their lives might make a positive difference? Whose theoretical input would be beneficial if applied to their lives?

Critical thinking and taking initiatives is missing from the skill set of Roelito. He does not question authority and there are indications in the novel that he accepts statements from authority figures without questioning them. According to Freire, real dialogues cannot exist if critical thinking is not used. Roalito absorbs the world as a static entity instead of perceiving it as a process. He represents naïve thinking in contrast with critical thinking.

Another important theory is the differentiation between consciousness and operational behavior. (Piaget). It is evident that Roelito has the clear distinction of “I and the outside world” and is unable to turn outward on things in order to reflect on this duality.

C.)If these life/educational needs were recognized and incorporated into their schooling, what would this look like?

If the educational needs of Roelito were met by the school, he would be able to become a perfectly developed subject (Piaget), in the state of equilibrium. A hopes and fears program developing “rigor” Dewey’s reflective thinking theory needs to be put into place in order to help the student “create a meaning” of things. This could have been achieved by applying Deway’s criteria for reflection: giving the individual “personal interest in social relationships and control” This involves enhanced interaction. As experience is not cognitive alone; it is more like “discovery of the detailed connections of our activities and what happens in consequence.” (p. 170.) From the book it is evident that Roelito is not able to deal with change and complete the reflection process. This is the reason why he stays quiet when his brother speaks to him and is confused, angry with his family. He was not taught the right coping skills.

D.) If one or more of your selected characters were to enroll as a freshman in a college class you were instructing, in what ways would knowledge of his/her/their live(s) and knowledge of curriculum theory inform your interactions, curriculum and/or pedagogy?

The fact that Roelito is from a minority group would certainly support the theory of integration into the society. Assessing and developing his “role identity” (Burke, 1980, p. 18.) would be a good approach. Lived decentering (Merleau-Ponty) and nourishing hope-centered training (Freire,1997, p. 45) is important because it seems like Roelito is a first generation college student, meaning that he has no cultural knowledge about the challenges and requirements. This would be the major educational challenge of the college he enters.

Teacher Observations & Applications:

A.) Describe an instance of teacher intervention. In what ways did her choices reflect (or not) the theory of anyone we have read (or others that come to mind)?

Interactionism is clearly visible in the behavior of Ms. Garcia in the novel. She tries to make sense of Jessy’s behavior. She directly observed Jessy’s behavior and tried to find ways to interact with her and constructively solve the problem. She also used positive affirmations and praise. She also applied Dewey’s progressive approach to education; she did not think of Jessy as a subject or an agent to transmit information; she seems to have a learner-centered approach. As Gramsci says: “every relationship is a pedagogical relationship” highlighting the role of teachers focusing on the interaction with the “oppressed”.

References

Dewey, J. (1944) Democracy and Education, New York Free Press.

Freire, P. (1997), Education for critical consciousness, (New York, The Continuum

Freire, P. (2000), Pedagogy of the oppressed, (New York, The Continuum)

Gramsci, A. (1971) Selections from the Prison Notebooks of Antonio Gramsci, New York, International Publishers.

Merleau-Ponty, M. (1964) The Primacy of Perception. Northwestern University Press

Piaget, J. (1957). Construction of reality in the child. London: Routledge & Kegan Paul.