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An Assessment of Paulo Freire's Pedagogy of Hope in U.S. Urban Schools Julia D Montclair State University Montclair State University Digital Commons Theses, Dissertations and Culminating Projects 1-2017 An Assessment of Paulo Freire's Pedagogy of Hope in U.S. Urban Schools Julia D. Jackson Montclair State University Follow this and additional works at: https://digitalcommons.montclair.edu/etd Part of the Education Commons Recommended Citation Jackson, Julia D., "An Assessment of Paulo Freire's Pedagogy of Hope in U.S. Urban Schools" (2017). Theses, Dissertations and Culminating Projects. 36. https://digitalcommons.montclair.edu/etd/36 This Dissertation is brought to you for free and open access by Montclair State University Digital Commons. It has been accepted for inclusion in Theses, Dissertations and Culminating Projects by an authorized administrator of Montclair State University Digital Commons. For more information, please contact [email protected]. AN ASSESSMENT OF PAULO FREIRE’S PEDADOGY OF HOPE IN U. S. URBAN SCHOOLS A DISSERTATION Submitted to the Faculty of Montclair State University in partial fulfillment of the requirements for the degree of Doctor of Education by JULIA D. JACKSON Montclair State University Upper Montclair, NJ 2017 Dissertation Chair: Dr. Maughn Gregory Copyright © 2017 by Julia D. Jackson. All rights reserved. ABSTRACT AN ASSESSMENT OF PAULO FREIRE’S PEDADOGY OF HOPE IN U. S. URBAN SCHOOLS by Julia D. Jackson Inner- city schools are confronted with a number of challenges that are unique to their urbanized setting. To help identify opportunities for improvement in these schools, this study sought: 1) to determine whether Freire’s Pedagogy of Hope theoretically responds to what is known of the phenomenon of hopelessness in inner-city US schools and 2) to produce a systematic evaluation of that model, by examining published critiques of Freire’s work, as well as responses to these critiques, both theoretical and empirical. This determination is an important contribution to the field of critical pedagogy and serves educators seeking guidance on which aspects of that pedagogy may be useful in their situations. The formulated answers to the research questions are presented in the concluding chapter, together with recommendations for educators and policymakers alike. iv ACKNOWLEDGEMENT To speak a true word is to transform the world (Freire). When I told Dr. Ann Margaret Sharp that I was going to take my AP students to Europe (a first for this inner-city school) she advised me to, “make sure to take the students off the beat and track." Inspired by Ann’s advice, I continued to take students ‘off the beat and track’ of the streets of Newark, NJ to study abroad in countries such as: Belgium, England, France, Greece, Italy, and The Netherlands. Seeing the impact that traveling ‘off the beat and track’ had made in the lives of the students inspired my journey, ‘off the beat and track’ of my inner-city classroom, to the challenges of the P4C (Philosophy for Children) and the Pedagogy and Philosophy Program. I will remain forever grateful to Dr. Ann Margaret Sharp for her invaluable advice. To Dr. Maughn Gregory, my Dissertation Chair, I thank you for your critical eye, counsel, feedback, patience, and above all, your unwavering belief in my ability. To the members of my committee, Dr. Mark Weinstein, and Dr. David Kennedy, thank you for your high expectations of me, insightful advice, and support. To the source of my inspiration for this paper – all my students, thank you for teaching me as I endeavored to teach you. To the source of my encouragement for powering through the challenges of this program - my husband and family, I thank for your unwavering faith in me, and enduring love. v DEDICATION Julia Mary Lyon Alston, the source of my strength. Herlie Alston McDonald, the source of my courage. Lonia Belle Alston Abbott, the source of my tenacity. Rooster Edward-James Jackson & Revel Jaye-Ross Jackson, the source of my hope. vi TABLE OF CONTENTS CHAPTER 1: INTRODUCTION - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 1 Background of the Problem: Historical Causes of the Plight of Urban Schools - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 3 Background of the Problem: The Phenomenon of Hopelessness in Urban Schools - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -15 Statement of the Problem - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 27 CHAPTER 2: METHODOLOGY - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -31 Purpose Statement and Research Questions - - - - - - - - - - - - - - - - - - - - - - - - - - -31 Research Methods for Research Question 1 - - - - - - - - - - - - - - - - - - - - - - - - - - -33 Research Methods for Research Question 2 - - - - - - - - - - - - - - - - - - - - - - - - - - -39 CHAPTER 3: PAULO FREIRE’S PEDAGOGY OF HOPE - - - - - - - - - - - - - - - - - - -45 Freire’s Philosophy of Education and the Phenomenon of Hope - - - - - - - - - - - - - 45 Becoming Critically Aware of the Self as Unfinished - - - - - - - - - - - - - - - - - - - - 47 Becoming Critically Aware of the World as Unfinished and Changeable - - - - - - - 50 Constructive Work on the Unfinished Self - - - - - - - - - - - - - - - - - - - - - - - - - - - -54 Constructive Work on the Unfinished World - - - - - - - - - - - - - - - - - - - - - - - - - - 56 Freire’s Theory of Learning in Relation to Hope- - - - - - - - - - - - - - - - - - - - - - - - 59 Freire’s Normative Approach to Teaching, in Relation to the Phenomenon of Hope - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 66 Problem Posing - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 68 Dialogue - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 70 vii Praxis - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 74 Community - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 78 Self-Confidence - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 81 CHAPTER 4: PAULO FREIE’S PEDAGOGY OF HOPE AND THE PHENOMENON OF HOPELESSNESS IN U.S. URBAN SCHOOLS - - - - - - 87 Students Giving up on Academic Work - - - - - - - - - - - - - - - - - - - - - - - - - - - 91 Students’ Lack of Respect - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 94 Students’ Poor Social Interactions - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 97 Students’ Negative Self-Concept - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -99 Teacher’s Feelings of Stress and Job Dissatisfaction - - - - - - - - - - - - - - - - - -102 Messages of Failure - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -105 Regimented Teaching Styles - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -109 Abusive Behavior - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 113 Aspects of Hopelessness that are not Addressed by Pedagogy of Hope - - - - - 114 CHAPTER 5: CRITIQUES AND MERITS OF FREIRE’S PEDAGOGY OF HOPE - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 122 Freire’s Language - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -124 Being Either With or Against the Oppressed - - - - - - - - - - - - - - - - - - - - - - -129 Distinguishing Problem Posing from Banking Education - - - - - - - - - - - - - - -132 Pedagogy as opposed to Andragogy - - - - - - - - - - - - - - - - - - - - - - - - - - - - -135 Indoctrination - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -138 Teacher-As-Student-As-Teacher - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 141 viii Illiteracy and Apathy - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 143 Freire and Gender - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 149 Recommendations - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -151 Conclusion - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -155 REFERENCES - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -160 APPENDICES - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 180 Appendix A: Definition of Key Definition of Key Terms - - - - - - - - - - - - - - -180 Appendix B: Normative Practices of Freire’s Pedagogy that Respond to Aspects of Hopelessness in US Urban Schools - - - - - - - - - - - - - - - - - - - - - -183 Appendix C: Summary of Critiques of Freire’s Pedagogy, Responses, and the Merits - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -184 Appendix D: Cami Anderson’s Letter to NPS Families - - - - - - - - - - - - - - - - 186 Appendix E: NPS Advisory Board Petition to State of New Jersey - - - - - - - - 187 Appendix F: Exhibit 1: Petition and letter by Sharnee Brown - - - - - - - - - - - -194 Appendix G: Alston’s Letter to Parents and Staff - - - - - - - - - - - - - - - - - - - - 198 ix 1 Chapter 1: Introduction While it could be argued that some general trends in education have been positive in recent years, many inner-city schools in the United States remain marginalized for a number
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