Education: Macedo’s Educational Views

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Introduction

Donald Macedo‘s concern is the way ignorance is perpetuated in the American education sector and other institutions like the media. He argues that the common culture literacy does not at all address the interest of the students (Macedo, 1994, p.45). Students do not have independent thoughts because it is being locked out by the common culture literacy that has been embraced by the American educational institutions, media and even social institutions. This greatly undermines the students’ interests and exalts what they are compelled to embrace (Freire, 1970, p.23). Macedo immigrated to Cape Verde from western Africa in search of higher education. He argues that he had to triumph through barriers set by world’s monolinguals. His eloquence in his book literacies of power is not bound to culture. He believes that good education is not culture-bound. He feels that education system in America is only preparing students to be good workers but not critical thinkers. It therefore does not at all seek to gratify their interests.

The objective of this essay is to analyze and evaluate concepts and information Macebo puts forth about education within the context of what Langer says about mindfulness/mindlessness, What Johnson says about patriarchy, and what Bonilla-Silva says about people behave within systems.

Macedo’s educational views

He feels that in western cultures and America in particular, there are cultures that hamper the way knowledge and truth are c communicated to students in school. He argued that the teaching methodology in America is full of deceitful literacies. He described true literacy as the ability to overcome educational mythical barriers and other educational constraints. The ability to overcome Political ideologies and social agendas of American culture that affect one’s independent thinking is also factored in true literacy (Hirsch, 1988, p.25). He accused media and American schools of being the main projectors of dominant ideologies that affect independent critical thought (Macedo, 1994, p.44). Macedo’s views on American education are summarised in five main themes in his book literacies of power. These themes include pedagogy of gig lies, poisonous pedagogy, the politics of race, class, gender and language, the tongue-tying of America and literacy and poverty pimps, all in relation to education.

The pedagogy of big lies. In this case, Macedo believes that the American pedagogy is away from competence and truth. It does not allow the literacies of power to be fully mastered and their knowledge fully gained (Marsano, 2003, p.34). This therefore denies students independent of thought. Many writers also accused American pedagogy of being adequate in demystifying the myths about the dominant American culture and let people know the origin of this culture. They have argued that the museums in the western only portray the beautiful part of western culture. They suggested that there should be museums for crimes that were perpetrated in the west like the American slavery and Vietnam War among others to help demystify the myths. This would open the minds f learners to know the origin of the western cultures (Freire, 1970, p.33).

Poisonous pedagogy culminated from pedagogy of big lies. He argued that the American culture is more Eurocentric and there is no common culture aspect evident. The Eurocentric philosophy causes unequal participation of all people in the American society. The true common culture is absent that would allow people to be equally represented in the American society irrespective of gender, race, culture, or even language group that they belong to. On contrary, the falsely called common culture has caused vast discrimination in the American society with racial and language discrimination taking the lead. There is no equal representation in the educational institutions and other sectors. This is what was described as poisonous pedagogy due to its discriminative nature.

The other theme covering languages, gender, race and racial politics was bout out of Macedo’s encounter with a Brazilian educator by name of Paulo. The theme is all about conversation he had with Paulo Freire. Their conversation was dominated by their desire to develop an anti-colonial culture in order to end Eurocentric ideals-based culture. Their idea was to how to corroborate people’s mutual ideologies in order to achieve common cultural production (Macedo, 1994, p.38). In the uncommon culture, there was no corroboration of mutual ideologies due to racism and other discriminative differences. In the book pedagogy of the oppressed, by Paulo, this idea was vastly expounded.

The other theme, tongue-tying of America, depicted the America silence about its malapropism of the non-whites. This was greatly perpetuated by the government and educational institutions whose pedagogical notions were full of lies, and ridicule of women and nonwhites denying them equal participation in the American society. These lies are quite detrimental to the American educational system. The proponents of these deceitful pedagogical notions create unequal representation in their name to create a common culture. They do this by eliminating programs that would create commonality of culture like affirmative actions that aim at creating matching policies. They expand racial discrimination through English only movement that suggested that English is the only language of instruction. This will lock out the non-English speakers. Macedo termed it as a crusade of intolerance where none was to be exempted from speaking English and learning in English. This is very rampant in almost all western countries. Macedo attacks this movement from two perspectives. First he points out the fallacious idea by pedagogical ideas that English is the best language of instruction before they put others to test. He described this as a fallacious assumption that is quite discriminative. This would prevent many bright students from pursuing their education to the deepest canyons owing to language barrier. Macedo also criticizes the assumption made that American educators have knowledge of what can influence language. No consideration was made to factors like race or classism that may influence language and affect learning as well. The educators may not be aware of how language is affected by these factors. On this note, Macedo had a substitute educational idea that would consider the minorities that value their language and would want to be educated in it. He proposed education to these linguistic minorities instructed in their language instead of draining their language and culture. Macedo supports multiculturalism where all people will be embraced irrespective of their race or language.

The last theme focuses on educational reforms. Macedo refutes reforms and argues that education system in America needs to be transformed. He says that the reformists are part of the problem in the education sector. The conventional approach adopted in reformation is also part of the problem.

Macedo proposed a pedagogy that is free from methodologies that are developed by the dominant groups. He argued that educational process should be humane and just, and harmonizing all stakeholders; learners, educators and theorists. It should consider political, cultural economic factors that characterize all groups of people. This will ensure equal representation in the society without an iota of discrimination. Literacies of power cause a lot of injustices in any given society and America is not exceptional. Macedo feels that the system of education needs to be revamped in order to end injustices done with respect to race and gender. He maintains that these injustices are evident in American schools and society and they need to be addressed as appropriate (Marsano, 2003, p.29).

Macedo’s view in the context of Langer’s idea about mindfulness/mindlessness

Ellen Langer defines mindfulness to entail individual’s effort to control his thoughts and behavior consciously without the influence of the environment or situation. Langer argues that it is beyond being attentive to the instructor but a conscious effort to influence one’s mind. She also described mindlessness as one’s conscious decision not to control his thoughts leading to lack of mindfulness (Langer, 1989, p.34). To elaborate more about mindlessness, he gave three basic types of mindlessness. He included lack of paying attention as a form or cause of mindlessness. This is because one will be left uninformed. He also argued that people who perform jobs repeatedly automatically will suffer from mindlessness. This would comply with the views of Macedo that the education system restricts people from thinking critically. Doing jobs automatically makes one’s mind redundant (Langer, 1989, p.37). The idea of mindfulness also confirms Macedo’s view that education system should not have formulated pedagogical methodology but it should rather give learners open perspective (Macedo, 1994, p.40). This will enable the learners to think critically and independently but not as instructed.

Macedo’s view in the context of Johnson ideas about patriarchy

Patriarchy is described as a system of society that is perceived to be larger than the society itself or the people. It is perceived to be above the ideas of individuals and prevails more than these ideas. Patriarchy, though created respective of social relationships, it is more restrictive to the same. This system shows people the dos and don’ts and guides people’s behavior. It is meant to make people understand what could go wrong or happen if they behave differently. It guides the individuals on how to act according to their expectations. It shapes the behaviors that era is acceptable and needs compliance. In this system, one has to make a conscious effort to act contrary to this system but not dictated to do so. This complies with the lagers and Macedo’s view that people take conscious steps in doing something. According to Johnson (2006, p.13) the system does not run people but people run it. He argues that people should have means of taking alternative directions away from the system but with least deviation. His view is that people are not puppets to be run by the system but they need to have a space for least resistance. This view is in tune with the views of Macedo concerning American pedagogy where proponents suggested English as the aptest language of instruction in education system. Macedo proposed a space for the linguistic minority to be educated in their esteemed language (Macedo, 1994, p.41). The trend in the western culture especially in America is very patriarchal. People are being manipulated like puppets by the system like the English-only movement which was described by Macedo as the crusade of no tolerance where no one is given a chance to choose what interests them. According to Johnson (2006, p.23), patriarchy does not exist except through people and therefore people should have room to do their wishes in it. In the same way people should be allowed to choose their language of instruction without being dictated on what to do.

Macedo’s view in the context of Bonilla-Silva’s view on people behaves within systems

Bonilla –silva depicted how people behave within a system. He viewed racial discrimination as a system and argued that the behavior of people in that system depends on how the system is manifested (Bonilla, 2010, p.23). He said that how racialization is manifested depends on how it originally came about. People should not see racialization as a universal phenomenon but should specifically be studied based on how it occurs. He stated that because racial system is systematic, everybody in the system takes part. He argued that racial system is rational as it depicts the interests of a race. This shows what Macedo says that the interests of linguistic minorities are not considered in America hence they are discriminated against. Bonilla stated that the cure of racism can only be eliminating the root cause of racism and he said that people should be educated that racism is bad (Bonilla, 2010, p.24). This complies with Macedo’s idea of introducing museums for cases like American slavery so that learners can understand the root cause of racist culture (Macedo, 1994, p.47). Bonilla argues that the actors in racism are conscious of their actions and do it by choice.

Conclusion

The educational views of Macedo are valid and should be adopted because they reflect the interest of all groups with respect to political, economic and racial groups. His views concerning the education system have been bolded by Ellen langer, Johnson, and Bonilla. His concern for discrimination concerning language should be addressed because it prevents many people from accessing good education. Other languages should be used as languages of instruction where necessary. People should not be forced to use a specific language of instruction but they should choose for themselves (Ritchhart & Perkins, 2000, p.2).

Reference

Bonilla S. (2010). Racism without racists: color-blind racism and the persistence of racial inequality in the United States. Lanham, Md: Rowan & Littlefield

Freire, P. (1970). Pedagogy of the oppressed. New York: Seabury Press.

Hirsch, D., Kett, J. & Trefil, J. (1988). Dictionary of cultural literacy. Boston: Houghton Mifflin.

Johnson A. (2006). Gender knot: unveiling our patriarchal legacy. Dallas. University of texas

Langer,E. (1989). Mindfulness. USA. Perseus books group.

Macedo D. (1994). Literacies of Power: What Americans Are Not Allowed to Know, Boulder, CO: West view Press

Marsano, J. (2003). Classroom Management That Works. Alexandria, VA: Association for Supervision and Curriculum Development

Ritchhart, R. & Perkins, D. (2000). Life in the Mindful Classroom: Nurturing the Disposition of Mindfulness. Journal of Social Issues.

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