Homework
Assignment 6
This
assignment is due by February 21.
In
her analysis of Ethnic Studies (e.g., Asian American Studies), Grace Lee
Boggs identifies the strength of these classes as raising critical consciousness
in students. However, their limitation is their failure to link critical
consciousness to action. Extending Boggs’ insights, we can state
that students taking these classes begin to conceptualize awareness apart
from action — i.e., seeing them as separate things rather than as
part of the same process. In addition, students begin to see awareness
and action as a rigid sequence: first awareness, then action.
In
our Course Reader, read the excerpts from the book by David Werner and
Bill Bower, Helping Health Workers Learn: A Book of Methods, Aids, and
Ideas for Instructors at the Village Level. This valuable book promotes
a model of activism that links observation and understanding to action,
links the development of critical awareness to practical skills, and emphasizes
the need for activists to get people to think and act in new ways. Think
about the ideas in this book and compare them to the analysis of Grace
Lee Boggs.
Based
on the readings, answer the following questions. Students can do this
assignment individually or in small groups.
1.
According to Werner and Bower, "consciousness raising that begins
only with talk and is not linked to practical skills or activities often
ends as it began — in just talk. But when the development of critical
awareness is linked to meeting specific local needs, it can help people
find the spirit, energy, and sense of discovery required for effective
action." Through this class, what are you doing to link the development
of your critical awareness to action and practical skills and activities?
Be specific. What practical skills and activities have you learned so
far? In the remaining weeks, what will you strive to learn?
2.
According to Werner and Bowers, many highly committed activists often
make the mistake of trying to "put ideas into people’s heads"
rather than "drawing ideas out of people." What do they mean?
Are they promoting a passive approach to political organizing, or are
they promoting an active approach that requires new ways of thinking
about community education? Evaluate your own approach to activism and
community education. Do you try to "put ideas into people’s
heads" or "draw ideas out of people"? Provide examples.
In order to build your skill in "drawing ideas out of people,"
what do you need to do, especially through this class?
3.
Werner and Bowers include many exercises (e.g., "The Story of Luis")
that can help activists build their skills in carrying out community
education and community organizing. Select one exercise from this book
that you can adapt to your outreach work for the class project. Explain
why you selected this particular exercise.
4.
The approach to community education and activism of Werner and Bowers
draws heavily from the ideas of Paulo Freire and his important book,
Pedagogy of the Oppressed. At the beginning of Asian American Studies,
Freire’s book was required in most classes due to its emphasis
on linking critical awareness with critical action. Although Werner
and Bowers draw heavily from Freire, they state in one chapter that
activists and community educators should "learn from Freire’s
wisdom but, for everyone’s sake, avoid his language." Why
do they state this? How can you use their advice in your own approach
to activism and community education?
Michael Li, "Active Activism"
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