It's a while since I posted 'stuff'. On return from Berlin my internet was down. Technology is only as good as it's working parts. The presumption is that everyone is in touch with the world and yet never before has it been so difficult. Anyway, to get back to Freire. Having identified the key issues through 'dialogue' with the group and, given time constraints, decided on a short piece of work we agreed to investigate the issue of children/grandchildren. This issue had been discussed quite heatedly as three of the six women had their unmarried daughters living at home with them, along with their babies. They found that, while they enjoyed having their grandchildren in their home, they were gradually taking on the responsibility of caring for the baby, while their daughters fell back into their pre-pregnancy lifestyle.

Here I have prepared for the first stage in the investigation by drawing (encoding) the social situation which we are going to learn about. The learning then continues with a 'decoding' discussion. The Freirian process will alway view the problem as a situation that can be acted upon and changed. The work of the facilitator is to ask question to deepen the discussion and place it in its wider context. Everyone is encouraged to take responsibility for their own learning and the learning of others. The first level is called the 'Objective Level' and is basically asking the group "What they see in the picture?" "What is happening?" This is purely descriptive but will already begin to encourage participants to open up. It is difficult for me to decide whether to include all the answers but in the picture we have a situation where grandma is feeding her grandchild while her daughter (mother of the child) is watching T.V. The clock on the wall tells of passing time. There are pots boiling on the cooker.

At our next meeting we began to explore the issue on a deeper level by moving onto the 'Reflective Level'. In this we explored what is happening in the picture; how the people in the picture feel; how do they feel about each other; why they feel like this; how did the situation become like it is; is it a common situation; is this a situation that grandma can easily accept; what about the daughter, what does she want etc? The responses at this level can be highly charged as it requires a good deal of discussion about feelings. As participants are speaking about the people in the picture it seems impersonal and encourages full participation and openness. They are, of course, all speaking from their own experiences, feelings and knowledge. At each level participants can learn that there is more than one view of an issue. Issues are also teased out about the wider social issues involved in the situation. This allows for the process of 'critical consciousness raising' which is the main aim of education, according to Freire.

Need to go now. Will be back.