Pedagogy of Hope

Image Source: https://positiveexperience.org/blog/hope-in-educational-settings/

Pedagogy of hope: global learning and the future of education

(Comment on Bourn’s article)

 

Historical context:

This article talks about the challenges of education in the 2020s.  Bourn describes how after events related to climate change, social movements like “Black Lives Matter” and the Covid-19 pandemic, we are facing an inflex point in time when we are realizing: how globally interconnected we are; how complex the challenges we encounter for survival are; and how important is the need to change.  Bourn explains that as educationalists, our role is to inform students about these challenges, but more importantly promote a positive vision of the future.

 

Innovation:

Bourn agrees that all education has a political component and that hope needs to be driving educational policies and reforms. Hope is a task of all stakeholders involved in education. This involves, constantly looking for grounded ways to innovate. Starting with the collaborative reflection of what is taught in the curriculum, to then think of ways in which we can promote real change and promoting success stories like initiatives taken in the UK and UNESCO that not only that change is possible but that it empowered all learners. Personally, since my kids school became a UNESCO school, we have all experience a change in mentality were social justice issues truly guide discussions and actions.

Creativity:

Bourn advises not to see education as a commodity but think of creative ways in which we can bring education to all. Mentioning Covid-19 when virtual learning was mostly available to those who could afford the equipment, he proposes we should all collaborate on finding creative solutions to social issues. When there is collaboration, change happens because we all unite efforts. In my definition of creativity, I mentioned that a supportive environment fosters creativity. This reflected in the UNESCO and UK initiatives which support many stakeholders with different tools and guidance that offer spaces for all to find creative solutions.

Teaching:

Bourn states that what students learn should not be like the “banking” concept but should be connected to their lives and society. This is an “ontological” necessity to survive. In order to do so teachers need to bring hope, and understand why they are losing it and how to address it. Once they do that they should teach that current challenges can be anticipated and tackled which will result in more movements to a just world.

Learning:

Based on Freire theory on pedagogy of hope, to learn about global issues, students should understand the nature of their real-life issues and challenges. For learning to happen they also need to think about solutions, avoiding superficial and quick-fix ones, and act. When students experience that change is possible they become hopeful and involved. I have seen this more with my kids as they attended UNESCO schools both in China and Kingston. They joined Social Impact clubs and got involved in initiatives (communitarian work, discussion of topics, interviewing experts an vulnerable groups) and since they have become more aware and engaged in acting differently.

Questions to the author:

- How could pedagogy of hope be implemented in marginalized communities around the world where teachers and students are not familiar with the term social justice?

Reference:

Bourn, D. (2021) ‘Pedagogy of hope: global learning and the future of education’. International Journal of Development Education and Global Learning, 13 (2), 65–78. DOI: https://doi.org/10.14324/ IJDEGL.13.2.01.