You are on page 1of 2

Jubilee Joy S.

Calang EDFD 221 The Brick in the Wall At the time of this writing, Pink Floyd’s hit 1970s single Another Brick in the Wall keeps drumming in my head. In retrospect, back when I was still oblivious to the context of this song (and of the band itself), I wondered why it impressed some kind of loathing towards teachers and education, as per the lines sung by supposedly young schoolboys: We don’t need no education We don’t need no thought control No dark sarcasm in the classroom Teacher, leave those kids alone and: All in all you’re just another brick in the wall. So of course this was progressive rock at its most outspoken-- when the world, as ever, was downtrodden by political turmoil and societal ills. And teachers and (certain) educational institutions were not exempted from the heckling of the hippies and the revolutionaries. This got me thinking then: would I have been subject to this heckling? Have I, in my brief experience as a primary teacher, been a controlling tyrant who always needs to set the classroom in order? In what ways and to what extent am I, as a teacher, an agent of cultural transmission? And in what ways and to what extent am I supported professionally by the institution in my attempts at this so-called cultural transmission, and in my practice in general? Now let me try to address the questions: Was this song pertaining (or not) to my own practice as an educator? A little side story. Apparently, this song was banned in South Africa in 1980 because it was adopted by movements that boycotted schools ran by the apartheid regime*. Thankfully, as this was the context that the song was pertaining to, I am off the hook. I have chosen to practice my profession in an environment that subscribes to progressivism**. This in turn has a lot to do with my pedagogical practices and decisions. To say that I am deviating from traditional norms and approaches in the classroom is maybe premature. But I am trying my best articulation of progressive education, the kind that was not fully transmitted to me when I was the student myself. Am I breaking the transmission of the culture brought about by traditional practices in education? Maybe not to my utmost capabilities. Because I still have the traditional dregs in me somehow. This is not to liken, however, the Philippines’ traditional education to the apartheid of South Africa.
*

(UPI) "South Africa Bans Floyd's 'The Wall'" The New York Times 15 July 1980: C6 The term is not necessarily connected to progressive rock mentioned earlier. 

**

It enjoys the autonomy which in turn is given to the teacher who can work around its offerings and limitations to accommodate the students’ needs.Does the institution that I am catering to provide professional and pedagogical support and opportunities for development? The fact that it is a private institution. as well as making sound choices and judgment in my work so that an overall constructive culture is transmitted to the generation next to mine. it is the kind of institution that is run as a business and therefore is profit-driven. And together. I am still left to face insurmountable challenges in my profession. and the ones after it. we may just hammer down each brick in that confounded wall. . But the silver lining somewhere is that I know I am not alone in the plight. This is a collective rant. It has a tendency to fail to duly compensate labor and limit opportunities for professional growth. and thus decentralized from a much bigger bureaucracy that is the DepEd has innate offerings that are both advantageous and exploitative to a teacher. and therefore it calls for collective action. However.