Making change through learning partnerships

I’m working with Sarah and Beth on the final report for a 2-year grant that allowed us to explore how women can move out of economic insecurity. As we write the final report, I’m re-listening to the voices of women who shared their stories with us. A persistent theme in these stories is how young women don't see themselves as agents of their own lives. These women might be moms on social assistance, without a safe place to live, maybe with substance abuse problems and ongoing different male partners coming in and out of their lives. These women do not see themselves as “in the driver's seat”, as Lynn Newberry, retired high school administrator and current trustee for our school district, describes. Instead they are shaped by poverty and social assistance, by the men in their household and by the immediate needs of their home, children and family. In these situations, frustration comes easily and resilience is not able to grow. These women are simply surviving, not building a better life for themselves or their families.

In talking with other literacy educators I hear this is not unusual. Many people building literacy skills are tired and overwhelmed with the stresses and angst that comes from poverty. Literacy educators are constantly finding ways for learners to push through this veil of exhaustion and frustration in order to gain the skills, knowledge and confidence to change his/her circumstances. Many a literacy organizer is working at the systems level to change policies and programs so they influence the lives of learners in positive ways.

As I write my sections of the report I think of the words of Paulo Friere. He once said that for education to be liberating, for learners to become an agent of their own lives, there must be a genuine partnership between learner and teacher. They have to be in the business of educating together. This requires a set of principles:

Equality: the relationship is between equals. Nobody’s view is more important or valuable than anyone else. Although the teacher and learner hold different roles each person’s thoughts and beliefs are held to be of equal value.

Choice: In this learning partnership one person does not make decisions for another. Each makes their individual choice and decisions are made together.

Conversation: In this learning partnership one individual does not dominate or control the relationship. Partners engage in conversation and they learn together as they explore and articulate ideas.

Praxis: Together the learner and teacher put ideas in to action. It means the teacher enables the learner to have more meaningful experiences by reflecting on the impact of the new content they are learning within their own lives.

I agree full heartedly with this approach to literacy and yet I am aware how difficult it is put in to practice. This approach to education requires an understanding of power dynamics in relationship, it requires an understanding that literacy is a vehicle that moves us to an imagined future, and that it must be the learner who is imagining the future and seeing her/himself in that future. This means that the literacy “program” cannot be fully designed until the relationship between learner and teacher has started. It means the literacy educator must be open to building a genuine relationship with each learner. It also means that educators must be aware of their own values and principles. This requires a lot of work even before the teacher and learner start a new relationship together. Sometimes I feel overwhelmed about how to do this and then I think of three women who demonstrate this approach in their work. And I rest more easily.

Kate Nonesuch demonstrates how she has been a partner of many students as they engaged in the business of educating. Her blog at katenonesuch.com is one of the most inspiring and useful teaching tools I’ve come across. I think it could become mandatory reading for anyone new to the business of literacy education.

Sandi Lavallie is as unorthodox as an educator can be. She is brilliant, spontaneous, curious and fun and works alongside every student that crosses her path. I’ve evaluated many programs in Houston and Sandi is always referred to as the “go to person.” Sandi sees the students as equal. She embodies the principles mentioned above. Sandi taught me the true meaning of praxis.

Janet Melanson resists calling herself an educator. She is a youth worker. Janet works alongside young people in our social enterprise and her practice helps me understand Friere’s words. Janet is a genuine partner in the business of educating. She believes that the goal of her literacy work is to help young people find self worth, because when that happens all other learning paths open up. Janet listens, nurtures, gently pushes and draws out of each young person a set of skills and knowledge and confidence for them to become who they dream of becoming.

These three women give me hope. I believe they bring hope to the learners that they partner with. Instead of only being shaped by poverty, these literacy educators are helping the learner view their lives through a different lens. The partnership helps leaners see themselves as they dare to dream themselves. It takes them above and beyond the immediate struggles. Because of genuine partnerships the learner, and teacher, are moving beyond surviving and together they are building resilient people and resilient communities.