Hooks discusses education as “the practice of freedom” for both the student and educator when exploring engaged pedagogy and what this means for those in the educational system, no matter the relationship or role played by the individual. Despite popular belief, students are not the sole contributors asked to share and and confess, and engaged pedagogy does not just aim to empower and encourage students, but utilize a place of learning that also encourages teachers to grow and feel inspired by not only the process, but also the whole system of learning. If both (or even one) side refuses to be open and vulnerable, this growth and empowerment won’t occur, impending on the party’s abilities, especially when taking into consideration that learning is a collaborative process and effort while also requiring risk taking. If any one of these concepts or actions are not executed, growth and the freedom of education will be lacking.
Education and Freedom within Engaged Pedagogy
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It seems like growth in this instance is also apart of a collaborative process that emphasizes how important and liberating engaged pedagogy is. This notion of being inspired by learning is important to hooks and in my experience, the best classrooms are those in which both the teacher and students are equally engaged. Have you ever gotten out of a class and felt so good about the collaborative learning experience, that you actually felt a sense of empowerment? It feels invigorating and freeing like hooks suggests it can be.