Chapter six asks us sense the gaps, name the walls, and challenge mediocracy, and uncover deception or obsolete and static forms of thinking. How can we as teachers use a curriculum of imagination in art to create spaces with our own words and in dialogue with our students, encourage personal meaning and empower freedom?
Lake discusses the notion of hope. He says, "Hope exists because we refuse to accept static representation... and hope looks past barriers to learning labels and test scores, and takes us out of abstraction and into humanizing and personal knowledge of an entire domain of education, society and culture. " (p 89). Reflecting on his discussion of "Hope," consider how these can be connected to our project at the House of Hope. Discuss your vision of hope after reading this chapter and connect to the Giving Back Wall of Hope Art Project.
Freirie's concept of "critical pedagogy" suggests that the teacher i s also a learner and that the teacher and the learner must discover together. Share a time you have learned with your teacher and what you gained from that experience. Reflect on why this is an important part of the Curriculum of Imagination and how can you implement these ideas into your future classroom?
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