Author(s): Tony Jenkins
Students trained in a hierarchal knowledge paradigm are tacitly aware that any response they provide to an inquiry from an academic authority is a reflection on their self as rooted in their experience of the world. If the authority responds in the negative, it can be invalidating of existence and can turn-off a student’s desire to learn.
Political engagement is an active disposition. It is active, requiring ongoing ethical reflection connected to action. It is a disposition grounded by an effort to remain consistent between personal ethics and action. It is the pursuit of integrity. Political efficacy is thus tied to and made more consistent through a reflective praxis. As peace education is itself a politically efficacious act, preparation for transformative pedagogical practice should be similarly rooted in a reflective, teaching praxis. This praxis is manifested in Reardon’s vision of teacher as ‘edu-learner.’ As a student,co-teacher, and mentee of Betty Reardon, the author witnessed this praxis in action and sought to make it his own. It is the hope of the author that these reflections, culled from reading, learning and co-teaching with Betty, may provide insight and practical wisdom for other educators to develop their own reflective teaching praxis.