Reflections on Critical Democracy and the Role of Education
Movies
have a subtle and often obscured influence on the cultural mores and societal norms
for most people. There has been much written about the ability of visual media to
shape public opinion, create consent and to influence public memory and social
agency, due to the powerful forces images evoke to disseminate messages and
propaganda quickly ( Evans & Giroux 2015, Giroux 2001, Herman & Chomsky
2010, Spring 1992) . Even academics in the field of education have missed or
underrated film as a public educative force with a global cultural reach by
which communication using images shape our ideas, ideologies and individuals,
and thus our culture (Giroux, 2001, p.587). Film has been modeling the values
and behaviors of transformational leaders before it became the focus of
educational research. That which began in the 1980s and 90s in film (Dead
Poets, Dangerous Minds) has been updated and repeated in 21st century cinematic
narratives (Dangerous Minds, Harry Potter). The major difference being that now
these movies have accompaniment by the weight of academic literature supporting
the importance and imperative change and for radical and transformational
leadership ( Fullan 2007 pp 41-106, Giroux 2001, Hargreaves & Shirley
2012).
From
the exploration of movie’s portrayals it appears that educational leaders at many
levels within the institution can effect change, but only if individuals are
willing to take exceptional risks, suffer personal sacrifice and challenge the
accepted prevailing ideological and institutionalized power structures and
inertia to change.
Of
course the consequences of disillusionment with a less than ideal
transformative leader over time, or by the loss of this leader by dismissal or
by death, is not dealt with in the movie narratives in order to preserve the
message in its idealized cinematic form. The end credits show that Erin Gruwell
left high school to teach at college, but what is left unsaid is that she could
not have remained in such a high demand, high stress environment for her whole
career without experiencing premature career burnout and possible abandonment.
For
a more balanced discussion of how educational change and leadership should be
accomplished in the future, Giroux’s discourse on power structures within
educational systems should be combined with Fullan and Hargreaves theories of educational
change and educational excellence. These authors would have to synthesize their
ideas to accommodate the ideas of the opposing educational theory of positive
and effective change for the future.
In
the Global Forth Way (Hargreaves, 2012) successful school leaders are
encouraged to embrace paradox, be courageous but not fearless, and improve
while innovating. The movies do not show the evolved character traits of
paradox acceptance in leaders but rather the rebel against the system scenario
where sharing is not promoted or incorporated in the schools. However, facing
fears and being courageous is portrayed effectively, since all our protagonists
accept challenges to the system, and their superiors, with many dire
consequences. Of course, the movie endings are always positive for the
courageous leader, which in real life would not always be the case.
Foundational improvements to education must run in tandem with innovations.
They must be in harmony with one another. The schools presented are neither
harmonious nor innovative but rather stand on previous success as a measure of
future goals for success. Evidently, educational leadership has come a long way
in its cinematic characterizations to meet these perceptions for success. Since
globally, there are very few schools leaders practicing these advancements in
educational theory, it is no wonder they have not seen expression in cinema.
Perhaps the movies will reflect the literature in twenty years as seems to be
the progression.
References
Evans,
B., & Giroux, H. A. (2015). Disposable
Futures: The Seduction of Violence in the Age of Spectacle. City Lights
Books.
Fullan,
M. (2006). Quality Leadership: Quality Learning: Proof Beyond Reasonable Doubt.
Lionra.
Fullan,
M. (2007). The new meaning of educational change. Routledge
Giroux, H. A. (2001). Breaking into the Movies:
Pedagogy and the Politics of Film. JAC A Journal of Rhetroric, Culture and
Politics, 21(3), 583-588. Retrieved February 20, 2016, from
http://jaconlinejournal.com/archives/vol21.3/giroux-breaking.pdf
Hargreaves,
A., & Shirley, D. L. (2012). The
global fourth way: The quest for educational excellence. Corwin Press.
Herman, E. S., & Chomsky, N. (2010). Manufacturing consent: The political
economy of the mass media. Random House.
LaGravenese,
R., & Sher, S. (Directors), LaGravenese, R., & Gruwell, E.
(Screenwriters), & Devito, D., & Shamberg, M. (Producers). (2007). Freedom Writers [Motion picture on DVD].
United States: Paramount Pictures.
Smith, J.
N. (Director), Bruckheimer, J., & Simpson, D. (Producers), & Johnson,
L. (Writer). (1995). Dangerous Minds [Motion picture on DVD]. United
States: Hollywood Pictures Home Video.
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