Week 9 Blog Post

 Biesta's (2020) assertion that teachers invariably give ākonga something unasked for has been a key point of reflection this week for me. While this isn't inherently problematic, it underscores our responsibility to be mindful of the knowledge and messages we convey as educators. As a beginning teacher, my focus was heavily weighted towards direct instruction, inadvertently creating a dynamic where learning stemmed primarily from me, the perceived source of all knowledge (Biesta, 2012). This well-intentioned desire to help and guide, I now understand, inadvertently limited ākonga's capacity for independent exploration, creativity and productive struggle. I realize I was unintentionally imposing my own problem-solving strategies and perspectives, neglecting the value of their own capabilities.

Over time, I've actively worked to shift this dynamic, embracing the concept of "negative power" by consciously stepping back and relinquishing control. It's become clear that ākonga thrive when they can draw upon their own rich "funds of knowledge," cultural capital, and critical thinking abilities. My consistent message to students – "your learning continues even when I'm not here" – reflects this evolving philosophy.

The significance of Biesta's (2012, 2015) arguments within the current educational and political climate particularly struck me. The increasing political influence on national curricula, driven by a push for outcome-based education and an emphasis on evidence-based practice and standardized teaching competencies, raises concerns. You only have to look at David Seymour’s obsession with Charter Schools and the exuberant funding that comes alongside these. While these elements have their place, Biesta (2012) reminds us of the paramount importance of context-specific pedagogical judgment. This week's readings have spurred a crucial personal inquiry: What is the essence of education, teaching, and learning? And what diverse perspectives might emerge if I posed these questions to my ākonga and kaiako?

Biesta, G. (2012). Giving Teaching Back to Education: Responding to the Disappearance of the Teacher. Phenomenology & Practice, 6(2), 35-49. https://doi.org/10.29173/pandpr19860 

Biesta, G. (2015). Freeing teaching from learning: Opening up existential possibilities in educational relationships. Studies in Philosophy and Education, 34(3), 229-243. https://doi.org/10.1007/s11217-014-9454-z   

Biesta, G. (2020), Risking Ourselves in Education: Qualification, Socialization, and Subjectification Revisited. Education Theory, 70: 89-104. https://doi.org/10.1111/edth.12411

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