Prejudice, Discrimination & Violence In Education
By Jude Fernando -March 12, 2015
Jude Fernando
Education either functions as an instrument which is used to facilitate integration of the younger generation into the logic of the present system and bring about conformity or it becomes the practice of freedom, the means by which men and women deal critically and creatively with reality and discover how to participate in the transformation of their world.” ― Paulo Freire,
“Leaders who do not act dialogically, but insist on imposing their decisions, do not organize the people–they manipulate them. They do not liberate, nor are they liberated: they oppress.” ― Paulo Freire
Education and Learning (MID’s Objective # 3)
The multicultural approach to education advocated here seeks produce an educated citizenry that is able freely think and identify ingrained lifestyles that propagate racism, sexism, ageism, and other biases and prejudices by fostering critical thinking, empathy for inclusion, and diversity. At the moment such freedom is limited to a few, and their knowledge does not trickle down to the majority of learners. I do not know of any instance of sustained attempts to address racism, sexism, and homophobia in textbooks and pedagogical practices, or to create an environment for students and teachers to come to terms with how they shape their identities and relationships and the insecurities and vulnerabilities they personally experience and create for others.
Third, the Ministry of Diversity and Inclusion (MID), in collaboration with the Ministry of Education, should address inclusiveness and diversity issues in textbooks and pedagogical practices. It should introduce mandatory education to prepare the learners to live in a multicultural society regardless of the subjects they pursue (and at every level of education). Why? Building a meaningful multicultural society begins with education. Education in such a society is viewed as moral and political practice aimed towards developing empathy for public good and civic responsibility. This approach to education is known as critical pedagogy advocated by thinkers such as Paulo Freire, John Dewey, bell hooks, Judith Butler, Ivan Illich, and Henry Giroux.
