“Education must begin with the solution of the student-teacher contradiction, by reconciling the poles of the contradiction so that both are simultaneously teachers and students.”
– Paulo Freire
The quote, “Education must begin with the solution of the student-teacher contradiction, by reconciling the poles of the contradiction so that both are simultaneously teachers and students” (Freire as cited in Carolyn Hicks – Central Academy, n.d.), resonates with me because it highlights education as a mutual exchange between teachers and students, where both play equal roles. Freire urges educators to move away from the traditional hierarchical model—where teachers are knowledge providers, and students are passive receivers—and instead view education as a collaborative, student-centred process. In this paradigm, teachers act as facilitators, guiding students to actively participate in the creation of knowledge (Yusofi et al., 2017).
This shift to a partnership grounded in collaboration and equity is essential for students to later inculcate these values into their interactions with peers and society. The Circle of Courage model, which fosters resilience in children, emphasizes dismantling power imbalances so students can thrive in four key areas: mastery, generosity, independence, and belonging (Katz & Lamoureux, 2018). As an educator, my role is to create a learning environment that centers students, ensuring they play a vital part in the classroom community.
Achieving this requires building a culture of reciprocity, where teaching and learning are ongoing, dynamic processes. As an educator, I must prioritize the development of the Circle of Courage needs, engaging in practices such as democratic classrooms, listening circles, inquiry-based learning, and restorative justice. My role as a teacher is to curate a space where collaboration and exploration flourish. By actively learning from my students about their experiences, needs, and perspectives, I can adapt my teaching to better support their individual growth and development.