Pages: 255 Price: $18.00 ISBN: 1-57110-418-6
Significantly, the book has the affirmation of Dr. Sonia Nieto, well recognized for her work in multicultural studies, curriculum reform and teacher education particularly in the field of critical and cultural studies. black ants and buddhists advocates peace, justice and respect through forming a collaborative learning community. Substantial emphasis is given to critical thinking and experiential learning among a diverse landscape of students and as early as the first- and second-grade classroom. The expansive issues covered from American imperialism, war, racism, violence, hunger, poverty, homophobia and so forth, are indeed staggering at times.
The book serves as a philosophical, ideological and pragmatic map for classroom practitioners by providing alternative perspectives focusing on critical teaching and learning steadfastly grounded in Freirean liberatory pedagogy and praxis. Yes, other important thinkers are included, but Freire is the standout protagonist. It would do well for teacher-education programs and preservice educators to study the breath of teacher knowledge set forth in this writing. The book is timely in its effort to address what is fast becoming a highly globalized classroom environment in American public schools. Thinking, visionary educators now demand recognition of diversity and pluralistic thought and action. Cowhey is advocating what is known in cultural critical studies as progressive, radical, transgressive approaches toward teaching and learning that in many ways are in opposition to the standardized, mechanized and often alienating educational experience that children most often undergo in this country.
In essence, the author admonishes public school teachers to move beyond the perfunctory, positivist, deterministic practice used to support what antioppressive educators deem as the hidden curriculum (Giroux, 1998). A curriculum that functions to buttress the power, privilege and thinking of the dominant few. Cowhey conveys deep concern over the politics of identity linked to difference which adversely impacts not only the learning, but also the social growth and development of the student. Contrastively, Cowhey attempts to interact and indeed reach each student individually as well as their families-recognizing that all are unique human beings with varying frames of reference and worldviews.
At its core the book focuses on engaging students at a young age in critical inquiry, pluralistic reflection and learning within the context of lived experience among self and other. “Each chapter in this book tells a story about teaching and learning and attempts to answer by illustration some of the questions teachers ask about teaching critically . . .” (p. 21). Cowhey offers examples and solid ways and means for educators to engage students in critical inquiry and discovery at a young age; to care about themselves and others, their families and communities. Her accounts, drawn from teaching experience, are valuable to both veteran and new educators. Examples and details provide insights into how she tackles a study unit, parent-guardian-teacher relationships, and a host of other responsibilities. All of these demonstrate how this educator welds theory and practice into a virtually seamless process.
Some readers may at times be taken aback by the confronting tone of the book. The prologue orients the reader to a key theme in the book: that of personal responsibility within our schools and homes, thereby cogently establishing an activist tone for what is to come. Through the lived narratives of her own life, coupled with her teaching and dedication to activism and social justice, Cowhey gives strong evidence of her commitment to live an undivided life by making clear that there is no dissonance among her pedagogic creed, identity and daily living. Such thinking is grounded in the work of Palmer (2004), a consummate and highly awarded educator-whose work reveals his own quest for an undivided life, a search for wholeness. Palmer’s position is in line with Freire’s practice of striving for authentic selves. Therefore, Cowhey’s book is replete with how her teaching and living are intertwined. She continually models for her students the relevance of lived experience, equity and justice within the adolescent classroom environment. Much in the vein of recognized teacher-author, bell hooks, who espouses connection and an engaged community of learners forged through transgressive teaching, Cowhey too, shares her own lived experiences of going against the grain of socioeducational injustices in an effort to extend student learning, comprehension and reflection of critical social issues.
Why the book’s title? A Buddhist student of Cowhey’s raises the question as to why Americans feel it is okay to kill black ants, when he witnesses another student carelessly stomping ants. Upon reflection of this incident, the author offers the following insight to her readers/teachers.
Some traditional teachers argued that it was fine to continue to sing Christmas carols at a concert and have Christmas parties in classrooms and color pictures of Santa Claus, because everyone in America knows what Christmas is, and if they don’t, they should learn . . . not only is it culturally acceptable for Americans to crush ants, but we land-mine and carpet-bomb countries. We defoliated much of Vietnam. We carry out “shock and awe” bombing campaigns in the cradle of ancient civilizations (p. 4).
The above quote is reflective of Cowhey’s resolute position against mainstream education’s unthinking and uncaring approach toward needless violence and suffering in diverse and multicultural students’ lives. Again, the content of the book is powerful, forceful and activist in tone. It appears that Cowhey took to heart Freire’s mandate that teachers should be cultural workers and politicians working against the oppressively political environment of mainstream education. Importantly, the social messages and intended consciousness-raising are made palatable for those who would otherwise tune out, even some teachers, by the inclusion of Cowhey’s lived experiences growing up in hunger while facing other disheartening hardships, much like Freire. Further still, the shared voices and lives of her students make even the toughest heart yield to the authentic narratives of wisdom and understanding spoken through the words of children-who deftly demonstrate their critical thinking skills in learning while simultaneously expressing views with relevance to real world issues.
Freire forged his antioppressive pedagogy through lived experience within a “middle-class family that had lost its economic base . . .” (Freire, 2001, p. 13) revealing hunger and class borders among rich and poor as a child growing up in Brazil and within an oppressive political climate. Through his observation and experiences of oppression there began a fermenting of sociopolitical and educational resistance toward unnecessary human suffering that would emerge in what has become the manifesto for antioppressive/progressive educators, Pedagogy of the Oppressed. It is no exaggeration that many who seek to practice antioppressive education revere the revolutionary tenants of his theoretical framework. Freire’s work often mirrors, and certainly extends, the thinking of John Dewey-renowned for his advocacy of democracy and freedom of thinking and human agency through progressive education.
Of the vast strands of thought that coalesce into Freire’s antioppressive pedagogy only highlights can be offered at this time such as: education should not be banked into the minds of students, whereby educators simply deposit information without engaging students in critical thought. Teaching and learning should be based in problem-posing practice allowing students to become viable participants in their own education through the dialectic or questioning and debate of all issues. Dialogue is foundational to emancipatory teaching-learning in the promotion of greater dignity and human connection. Education requires relevance of lived experiences and the world. The education model should be predicated on teacher-student and student-teacher; where each learns from the other without impediment by a false hierarchal framework commonly found in educational systems and practices of public education.
It would be unfortunate for readers, particularly educators, to misperceive the pedagogic depth of black ants and buddhists. Make no mistake, this book, illustrated with children's drawings, is not your typical how-to, educator's book. Rather, this work should be recognized as a serious and aggressive effort toward teacher and educator reform, and for which the more traditional-minded teacher or as Cowhey might claim, the stereotypical-minded, just might balk. With candor she reveals the resistance she feels--toward her resistance to the status quo and the conflicts that arise as she advocates and presses for success at the center of education for students who too often are lost at the margins. The author should be commended for taking risks on several fronts: taking stereotypical teaching and teachers to task by refusing to dumb down students, addressing the politics among colleagues, new teacher fears, remaining true to her role as an activist both within and outside of the classroom setting, and confronting those in positions of local and national power who continue to oppress, the oppressed.
Cowhey’s reference to Freire’s pedagogic creed and practice is a constant throughout black ants and buddhists. Her continued study of this legendary educator inspired Cowhey’s passion to
teach critically because I believe young children are capable of amazing things, far more than is usually expected of them. I am not talking about raising a score on a standardized math test (although that often happens). I am talking about thinking critically and learning to learn, learning to use basic skills like reading, writing, solving mathematical problems, analyzing data, public speaking, scientific observation, and inquiry as an active citizen in your community. I believe young children can think about fairness and are deeply moved and highly motivated by the recognition of injustice (p. 18).
Every page is jam-packed with valuable information that defies a single reading. If there are any shortcomings, it is that Cowhey never fully reveals how she time manages individual student attention, parent-guardian meetings and weekly letters, teaching evening courses, implementing experiential learning and community activism in the curriculum, allocating significant time to discussion and debate and numerous other activities and outreach efforts while simultaneously teaching to the test. Only surface-level reference is made to negotiating state-mandated testing and curriculum. No doubt, even the veteran educator would marvel in disbelief at this almost superhuman educator. Parents reading this work might question, where could I find such an archangel for my child? The closest the reader comes to a possible answer is that Cowhey briefly tells of how she purposefully sought out the principal and school in which she finds herself most gratefully in partnership. Cowhey has virtually defied the critics who claim that students cannot engage in critical thinking and learning while grappling with such hard-hitting issues at such a young age.
References
Freire, P. (2001). Pedagogy of the oppressed. NY: Continuum.
Giroux, H. (1998). Teachers as intellectuals. Westport, CT: Bergin & Garvey.
hooks, b. (2003). Teaching community. NY: Routledge.
(1994). Teaching to transgress. NY: Routlege.
Palmer, P. (2004). A hidden wholeness. San Francisco, CA: Jossey-Bass.
MSU is an Affirmative Action/Equal Opportunity Institution