A colleague from where I teach sent me an article written by one of his former colleagues. The article: Note to Educators: Hope Required When Growing Roses in Concrete by Jeffrey M. R. Duncan-Andrade, appears in the summer 2009 edition of the Harvard Educational Review.
It opens with this quote from Paulo Freire:
“The idea that hope alone will transform the world, and action undertaken in that kind of naïveté, is an excellent route to hopelessness, pessimism, and fatalism. But the attempt to do without hope, in the struggle to improve the world, as if that struggle could be reduced to calculated acts alone, or a purely scientific approach, is a frivolous illusion.”
The piece then goes on to identify what Duncan-Andrade terms, “enemies of hope” and “false hope” namely: Hokey Hope, Mythical Hope, and Hope Deferred.
Eventually, the author identifies Critical Hope as the true hope that is crucial for the betterment of lives of urban youth — inner city young people inhabiting what he terms “socially toxic environments“.
A metaphorical vehicle for the thesis stems from a quote by Tupac Shakur whereby young people, transcending such obstacles, are like that of “roses that grow from concrete” — and a perfectly fine metaphor it is for lives overcoming the obstacles of concrete, analogized as, “one of the worst imaginable surfaces in which to grow, devoid of essential nutrients and frequently contaminated by pollutants.”
Nonetheless, a glaring omission from Duncan-Andrade’s analysis is educational technology’s mix in the concrete — concrete through which Duncan-Andrade suggests we encourage cracks through “the quality of our teaching, along with the resources and networks we connect our students to.” continued here