• Are Educators Commentators, Advocates, Or Actors For Change?

Are educators commentators, advocates and/or critics? (661)

Are educators commentators or actors for change?

Giroux (1988) thoughtfully advises that teachers play the central role in any reform happened in the public schools. In support of this idea, Kincheloe (2003) highlights the teacher’s principle of self-direction when teachers are able to make their own decisions and be free from the supervisory direction which is handled by educational managers or government officials. I share the Kincheloe’s (2003) belief that educators are not merely commentators of any reforms but valuable actors for change who should be free from “the tyranny of pre-packaged materials and curriculum guides” (p. 26).

Do educators advocate for particular ways of

Teachers have the power to establish a high level of partnership between them and their students and the society so that to advocate for particular ways of thinking and understanding to better foster changes. Stefon (2012) adds that advocacy is not always an easy thing to do, especially, when it comes to making the right choice, legally and personally. That is why those educators are good in it who have been appropriately trained or have had some exposure to advocacy before. Stefon (2012) points out the critical reason for educators to become advocates for their students and the society – is to fight for equal educational opportunities for everyone. Moreover, Ridnouer (2011) suggests the following five elements that are essential to follow by educators who wish to become a good advocate. First, it is laying the groundwork for engagement with a clear understanding of the uniqueness of each person. Second, it is welcoming parents and students to participate in the learning community. Third, it is the analysis of interpersonal considerations of what students and parents want and able to give themselves. Then, it is the active phase of dealing effectively with engagement challenges. Finally, it is going beyond the learning

Indeed, Apple (2013) urges educators to stand up against inequalities and act as “critical secretaries” (p. 15). Apple (2013) argues in his book on the Affective Equality that educators should always challenge how their activities inform or change societies around them, focusing specifically on the needs of “disabled” and oppressed people. At the same time, Kincheloe (2003) is a bit sceptical about educators being able to investigate the socio-political types of enquires since it is not a part of the teacher’s primary research on teaching and learning. Nevertheless, Elliott (1989, as cited in Kincheloe, 2003) hopes that over the time, teachers would be able to “improve pupil achievements in order to meet national curriculum targets” (p.