Photo Credit: Paul Nicholson via Compfight
In order to exist, man must rebel, but rebellion must respect the limits that it discovers in itself – limits where minds meet, and in meeting, begin to exist – Albert Camus
I had the recent pleasure of watching an edcampHome session called the “Concept and Practice of Rebellion”. If you’d like to watch the broadcast (it is only 25 minutes) of that session you can click here to view it or copy and paste the full URL: http://www.youtube.com/embed/XYfNg4d3Dto.
This was a wonderful conversation in which Samantha Bates (@sjsbates), Chris Thinnes (@curtisCFEE), Laura Robertson (@Mamarobertson4), Eric (@ericdemore), and Urbie (@urbie) met to discuss the concept and practice of rebellion as it relates to students in the classroom.
The session participants were very well spoken and provided an excellent discussion on the topic. Three main themes emerged that merit review and further discussion.
- Negative connotations associated with the word “rebellion”
- Teachers’ response to rebellion
- Constructive Rebellion.
I’d like to provide a brief viewpoint of each of these and would love to hear your thoughts on the topic.
“Rebellion” – The word almost instantly generates images of those who are rising up against something and taking action (often in violent ways). The origin of the word is situated from the Latin “Bellum” which means “War”. Chris Thinnes beautifully illuminated this when he stated that rebellion is a “pejorative, insubordination, trespass against cultural norms.” However, he also states that rebellion is necessary to give voices to our students to ask critical questions. Therefore, rebellion is not always reviewed as negative; after all, if it were, I hardly believe we would celebrate our own rebellion from the British Crown.
As is often the case, perspective plays a central role in understanding rebellion. I’m reminded of an Addams Family quote, which in part states “…What is normal for the spider is chaos for the fly”. Without going into an axiological tirade of postmodern thought, I think it is safe to say that rebellion is a perception. It is the perception of the student committing the act of rebellion and the perception of those in authority that makes the act a “rebellion.” Urbie brings up a good point that what we may be discussing as rebellion is actually asking students to think critically and always doubt what they’re being told.
Laura Robertson asks the important question: “How do we put rebellion into a more positive light?” Eric responded that one way would be to “stop calling it rebellion.” Maybe it’s the rebel in me, but I’m more inclined to continue calling it rebellion. Only through using the word continuously to describe the acts we perceive as rebellion will the term become one that we own and that precisely describes the rebellious actions our students take. After all as Paulo Freire stated “language is never neutral.” With this in mind we need to examine the response of those in authority (teachers) to rebellion.
Teachers’ Response to Rebellion
During the conversation Eric hit on one of the major issues that arise from student rebellion: teachers’ responses to rebellion. Often times when a student questions authority or the status quo they are met with an immediate shutdown tactic. Often, the teacher usually develops a negative view of the student and tells the student to simply follow the directions or rules. As Laura stated, our educational colleagues often view rebellion as insubordination that is to be avoided. I think Eric beautifully explained this point when he stated the professional quandary that educators face in these situations when he asked, “Are we [educators] going to try to stop rebellion in its tracks, or are we going to try to yield some type of teachable moment from it?”
Samantha Bates brought up a good point in that often times disruptive students are labeled as rebellious when they are often just confused. Teachers need to really understand what the student is going through; they should be supportive of active inquiry rather than shutting it down in a totalitarian display of authority. Once more I am drawn to Freire’s line of thinking: “Any situation in which some men [teachers] prevent others [students] from engaging in the process of inquiry is one of violence;… to alienate humans [students] from their own decision making is to change them into objects.” Our goal is to help our students become critical thinkers and to have the ability to give voice to their opinions.
Samantha Bates expresses one of the greatest fears of teachers when she stated that “The Boston Tea Party was a rebellion, but I don’t want my students going on a rampage in my classroom.” I think this describes most teachers… there’s a natural fear of losing control, of admitting that we do not have all the answers, however in admitting that we do not have all the answers we become co-constructors of knowledge with the students. I’ve found some of my most positive teaching moments took place when the students and I worked together to find the answer to a question.
To this end, I believe that we need to open up our classrooms and schools to become environments in which we are open to this type of dialogue. I would love to see this take place as a bottom-up initiative where teachers begin to form this type of environment, yet there will always be those who actively resist such environments. In such cases it becomes necessary to have a top-down model.
The school, as an institution, must create the environment and hold teachers accountable for their support, or lack of support for the practice of encouraging student inquiry. Chris Thinnes explains that “when the institution has created a space (schoolwide) in its vision to hear students’ concerns… teachers tend to feel either empowered or obligated to create that space (ability for students to rebel). As Freire stated, “If the structure [classroom or school] does not permit dialogue the structure must be changed.”
Our goal must then be to foster the spirit of rebellion within our students and to provide the environment in which they may actively voice such rebellion. Samantha Bates expertly observed that that “rebellion stems from change – it is recognizing something amiss and wanting to change it; our job as educators is to teach students how to constructively rebel.” Eric described a time when his students rebelled with the guidance of teachers as an act that was focused, organized, and controlled rebellion.
Controlled Rebellion? Isn’t that a contradictory phrase? I believe that Camus quote at the beginning of this post adequately answers this question:
“In order to exist, man must rebel, but rebellion must respect the limits that it discovers in itself – limits where minds meet, and in meeting, begin to exist.”
Camus hit on an epistemological foundation in realizing that where minds meet, the dialogue between individuals and sharing of concepts is of paramount importance to the human condition and very act of rebellion. To ignore this limit and forgo the respect of these limits creates a situation contrary to the natural state of human existence.
We must therefore help our students to find and express their voices. This doesn’t mean that we acquiesce to their every rebellious action or inquiry (after all there are many examples of rebellions that have not been successful), rather it is our duty to help students begin to actively participate in the act of their own existence. We learn as much from our successes as well as those times in which we do not succeed.
Laura Robertson stated that, “We want to create students that are actively engaged citizens.” Eric describes this type of rebellion as “the difference between being active and being passive.” We should be encouraging our students to become more active in their daily experiences. Only through action can they begin to understand and authentically connect the lessons they learn in school to the reality in which they live.
Samantha Bates stated, “I feel like I am rebellious and I enjoy rebellious students.” I couldn’t agree more; we are duty bound to inspire the rebellious spirit of critical inquiry and action within our students. Our future will be defined by the actions and voices of our students, as they become adults. Let us give them the experiences and tools necessary to expertly wield their causes; otherwise, we risk creating a generation of what Tom Petty termed rebels without a clue.
As always I welcome your conversation. What are your experiences with rebellion in the classroom? How do you deal with students who challenge the status quo? I’d love to hear your thoughts on the matter.
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