Empoword

Part Two: Text Wrestling 181 Being a true ally to the gender-expansive and transgender communities means continually expanding your awareness of trans issues. I am thankful these conversations are being had and am excited for the future of humanity. Works Cited Wiggs, Blake. “Pronouns and Bathrooms: Supporting Transgender Students.” Edutopia , 28 September 2015, https://www.edutopia.org/blog/pronouns-bathrooms- supporting-transgender-students-blake-wiggs . Education Methods: Banking vs. Problem-Posin g 71 Almost every student has had an unpleasant experience with an educator. Many times this happens due to the irrelevant problems posed by educators and arbitrary assignments required of the student. In his chapter from Pedagogy of the Oppressed , Paulo Freire centers his argument on the oppressive and unsuccessful banking education method in order to show the necessity of a problem-posing method of education. Freire begins his argument by intervening into the conversation regarding teaching methods and styles of education, specifically responding in opposition to the banking education method, a method that “mirrors the oppressive society as a whole” (73). He describes the banking method as a system of narration and depositing of information into students like “containers” or “receptacles” (72). He constructs his argument by citing examples of domination and mechanical instruction as aspects that create an assumption of dichotomy, stating that “a person is merely in the world, not with the world or with others” (75). Freire draws on the reader’s experiences with this method by providing a list of banking attitudes and practices including “the teacher chooses and enforces his choices, and the students comply” (73), thus allowing the reader to connect the subject with their lived experiences. In response to the banking method, Freire then advocates for a problem-posing method of education comprised of an educator constantly reforming her reflections in the reflection of the students. He theorizes that education involves a constant unveiling of reality, noting that “they come to see the world not as a static reality but as a reality in process, in transformation” (83). Thus, the problem-posing method draws on discussion