ABSTRACT

This self-study examines my work as a teacher of “Moral Preparation for the Army,’ a program inspired by Freire and implemented in an Israeli public high school. Together with a fellow teacher educator serving as critical friend, I reflected on my practice through memory-work, and analyzed it in light of critical pedagogy. Looking back, I acknowledged Freire’s inspiration: offering complex conceptions on sociopolitical issues and encouraging me to inquire into my ideological objectives and question the openness of my dialogue. The result is a novel interpretation of the critical pedagogue’s role, providing insights for teacher educators on how to teach Freirean pedagogy and how to guide their student teachers to maintain an ethics of diversity and inclusion, particularly when facing anti-democratic threats.

摘要

本自学考察了我作为“军队道德准备”教师的工作，该计划受 Freire 启发并在以色列公立高中实施。我和一位作为批判性朋友的教师教育者一起，通过记忆工作反思我的实践，并根据批判性教学法进行分析。回想起来，我承认弗莱雷的灵感：就社会政治问题提出复杂的概念，并鼓励我探究我的意识形态目标并质疑我对话的开放性。结果是对批判性教育者角色的新颖解释，为教师教育者提供了有关如何教授弗莱雷恩教学法以及如何指导学生教师保持多样性和包容性道德的见解，尤其是在面临反民主威胁时。