When I am teaching at my best I am like a ___________? This question is posed by Bracher (2006) on page 141 in his book Radical Pedagogy. Bracher takes this question from the work of Palmer. He describes this as a technique used in workshops to elicit images or metaphors for self-reflection as a teacher. Palmer contends that by answering this question swiftly you are allowing your unconscious to produce a metaphor which embodies insights into your identity. His idea is that by stating the first thing that comes to mind you are accessing your unconscious. If we take time to ponder a question like this our answer becomes tempered by our key identity contents and maintenance strategies.
I tried this exercise but unfortunately because I had read it through completely I was unable to answer in the swift manner described. Instead of being defeated I settled on an answer and then decided to try to analyze it in comparison to my key identity signifiers. I was able to see how the answer I chose supported how I view myself in teaching situations and how I want others to view me. When I am teaching at my best I am like a Labrador retriever, loyal, trustworthy, non-judgmental, courageous, and strong. These are words I would use to describe qualities of a good teacher and so if I can embody these qualities I would be a good teacher.
Bracher uses this example in his description of one of the components in the process of self-analysis for teachers. According to Bracher, there are four components of self-analysis which can be useful in trying to examine our own pedagogical practices. These are: rectification with the real, the operation of transference, interpretation, and working through. The question posed above is discussed in the section relating to interpretation.
Rectification with the real describes recognition that teaching practices we have employed in the past may have had negative consequences for learning even though we assumed they were beneficial. Bracher contends that recognizing this fact can lead to motivation to begin alterations in practice based on development of new identity supports. As stated by Bracher “our most profound identity support (as is the case with everyone) comes in the form of recognition from the real: evidence that we have made a significant contribution to the lives of others” (2006, p. 137). When we are able to recognize that our current practices are not productive our devotion to maintaining them is weakened. Once this realization has occurred, alternatives which are more beneficial to students are able to be considered. The benefit to the teacher in embracing the alternative practice comes in the form of recognition. The fact that others have been impacted by the new practice in a positive way provides significant and renewed identity support.
The second component for teacher self-analysis is the operation of transference. It is described as ever present in teaching as evidenced by how we organize our environment, relate to students, and impart the material to be taught. There is self-awareness of the teacher in terms of their identity-supporting strategies to some degree. The suggestion here, however, is that the operation of transference involves a deeper examination of our identity as a teacher. Bracher suggests a structure for this form of self-analysis using a questioning technique. By questioning ourselves about reasons for becoming a teacher, goals we have for students, what type of recognition we want for ourselves, and what identity needs our current practice supports, we position ourselves to better understand and control our behaviors. This type of exercise is a direct analysis of why we teach the way we do.
Conversely in the third component of self-analysis, interpreting our images and experiences of teaching, there is indirect examination of pedagogical practice. This involves exploration into experiences as a teacher when we have found satisfaction and dissatisfaction. Examining the reasons for satisfaction and dissatisfaction in a variety of teaching situations allows an opportunity to focus on addressing counterproductive practices. Through identification of situations which reinforce our identity supports we can begin to understand the consequences to pedagogical practice. Bracher suggests an exercise to assist teachers in identifying their supports. It involves an in-depth reflection of writing down the specifics of negative and positive teaching experiences. The idea of this exercise is to help a teacher identify and understand how past experiences have shaped their teaching practices through receiving or not receiving the recognition they desired. It is through this deeper understanding that a teacher can navigate the balance of empowering and supporting student development while still being affirmed as a good teacher.
The final component of the self-analysis process is working through. Here the teacher examines if their own teaching practices which yield personal identity support are, in fact, contributing to student identity development. Bracher notes that while working through this identification a teacher will be more likely to develop complex identity structures. He describes capacity for empathy and the ability to balance the needs of individuals and groups against the needs of those not within our realm of immediate experience. Additionally, he discusses the power to look beyond system rules to attend to those individuals or groups which are often without a voice. It is through this enlightenment that Bracher suggests we can “redirect our recognition-seeking away from behaviors that interfere with student development and towards behaviors that foster it” (2006, p. 146).
Critically evaluating yourself using this self-analysis process requires considerable effort. Anyone who is involved in teaching others likely believes that the work they do is in support of student learning. We all want to think the work we do as a teacher is helping students develop; why else would we do it? However, taking a serious look into our own pedagogical practices might reveal a different truth. Teaching practices employed may be revealed as self-serving to personal identity needs. Improved understanding of yourself and why you teach the way you do holds the potential to have a significant positive impact for both students and teachers. It will cause us to leave our comfort zone but I am learning that personal growth is not usually comfortable.
References:
Bracher, M. (2006). Radical pedagogy: Identity, generativity, and social transformation, New York, N.Y. : Palgrave MacMillan.
