Marching Towards Education

Leif Gustavson’s “Youth Learning on Their Own Terms” has also found a spot on my summer reading list after reading Lawrence Baine’s informative review. It appears as though Gustavson’s text wants us to envision an educational system that is permeated with compassionate teachers and student voices. Gustavson’s educational paradigm is indeed a hopeful one for many educators. It is hopeful for the teacher cognizant of the external factors that invariably erode students’ spirits; who are mindful of the fact that academics becomes of tertiary importance when a high school student must financially support his siblings and mother. It brings hope to the teacher who wants students invested in their education and to take ownership of their learning. It’s inspirational for the teacher who doesn’t only proclaim that education should have relevance to a student’s life, but who believes that relevance is everything. His paradigm gives hope not to the merciless imparters of knowledge, but rather inspires educators who realize our students give us a generous amount of knowledge. Gustavson’s text certainly carries hope to these teachers and it undeniably serves as a means for all educators to re-evaluate the educational system. Why do we willingly distance ourselves from our students and believe an education solely means covering an academic curriculum? Why do we constantly select texts that don’t bare the slightest resemblance to our students’ lives? Most importantly, why do we persist in believing that we are educating students when we have not even connected with them?

As ambitious educators, we must first become tuned in to the likes, dislikes, struggles, and joys of our students before meaningful learning occurs. Once we gain insight into our students’ lives and chose to use this newly acquired knowledge, we begin to reach them both supportively and academically. I’m not suggesting that we directly incorporate material into the classroom that our society deems problematic such as graffiti and edgy Hip-Hop tracks. In fact, Gustavson warns against bringing this type of material into the classroom, “The marginal status of these creative practices—the fact that they are not appreciated in the mainstream—is what, in part, gives the practices power. The subversive nature of these art forms contributes to the interest youth have in them. A pedagogical stance where these practices are viewed as units of study, objects to be examined, takes this power away and can render the practices lifeless in the classroom. (p. 23)” This genius notion reminded me of Pretty in Punk and how the punk subculture doesn’t want their hair and tethered garb accepted by mainstream culture. Mainstream acceptance of their aberrant image contradicts their ethos and renders them powerless. Therefore, educators should both acknowledge and welcome the talents of powerful lyricists, spray can artists, and zany hairstylists through constructing lessons that don’t scrutinize these talents, but rather require them. Baine’s review makes this text sound beneficial for any educator who wants to educate. I cannot wait to read this one!