Freedom to Learn and the Freedom to Teach

Dr. Denisha Jones presents a compelling vision of education as liberation, drawing from bell hooks' concept of education as "the practice of freedom." Jones argues that the boundaries constraining teachers and students stem from educational colonization—a systematic process designed to suppress freedom through cultural genocide, deculturalization, and assimilation. She identifies this colonization as the root cause of why schools feel stifling rather than liberating, transforming what should be spaces of possibility into sites of conformity and control.

"True play is defined as 'deep and interrupted engagement in the activity of one's choice'... True play flourishes in places of love where the materials, environments and decision-making attend to the needs and differences of the individual and the group."

"When children are free to learn, teachers are free to teach. This freedom will impact every aspect of education... The freedom to learn and teach leads to authentic, worthwhile assessments instead of standardized testing that comes from the schooling colonization project."

"Teaching truth is an act of freedom, and teaching truth so we may thrive. When we teach truth as an act of love, we must first learn to love ourselves. Through this act of self-love, we learn who we are, whom we come from, and where we are headed."

• Jones argues that "education designed to suppress freedom is the boundary." How do you see this playing out in your own educational context? What specific practices or policies feel constraining?
• How does the concept of curriculum as "mirrors, windows, and sliding glass doors" apply to your subject area or grade level? What would need to change to ensure all students see affirming reflections?
• How does Jones' concept of "freedom to learn" and "freedom to teach" challenge traditional notions of classroom management and curriculum pacing?