Garth Boomer's address begins with a sobering reflection on the world we live in, drawing attention to the socio-political struggles and global challenges that teachers must navigate daily. He emphasises the importance of acknowledging these difficulties rather than being carried away by the temporary excitement of educational conferences. For educators, this means understanding that the euphoria of new ideas must eventually be tempered by the reality of returning to classrooms where the struggle to educate and inspire continues. The institutions call, and the work of teaching remains challenging, particularly in times when both resources and imagination are scarce.
Understanding Power in the Classroom
One of the key themes Boomer addresses is the concept of power in the classroom. He cautions against the simplistic notion that teachers can "give" power to their students. Instead, he argues that power is a complex force, a coalition of influences that ebb and flow as people, institutions, and ideas interact. Teachers, by virtue of their position, inherently possess certain powers, and the idea that they can simply transfer this power to students is misguided. Boomer warns that believing in this transfer can lead to an unhealthy dynamic where teachers inadvertently increase their control over students, rather than empowering them.
Boomer illustrates how power in the classroom often operates implicitly, with teachers exerting influence through subtle means. This implicit power can be more insidious than overt control, as it creates an illusion of student autonomy while maintaining the teacher's authority. He argues for the importance of making power dynamics explicit in the classroom, allowing students to understand the rules and navigate them effectively. By doing so, educators can avoid the pitfalls of an "implicit regime" where students are denied the opportunity to critically engage with the power structures around them.
Teaching as a Complex, Intentional Act
Boomer delves into the nature of teaching itself, emphasising that teaching is not a natural act but a complex, intentional one that occurs within the artificial environment of the school. Schools, he argues, are institutions deeply embedded in societal structures, representing control, order, and compartmentalisation. As such, teaching in schools cannot fully replicate the natural learning that occurs outside of these institutions.
He stresses the importance of combining a learning theory that acknowledges the natural, constructivist tendencies of students with an understanding of the organisational, technological, and socio-political forces at play in schools. Teachers, according to Boomer, must navigate these complexities and find a balance between what they believe should be done based on learning theory and what is possible given the constraints of the school environment.
Boomer introduces the concept of the "pragmatic radical" teacher—an educator who understands the need for compromise but remains committed to creating a classroom environment that is transformative and intentional from the student's perspective. This approach acknowledges the inevitable tension between ideal educational practices and the realities of the classroom while striving to maintain a focus on what is most beneficial for student learning.
The Dangers of Theoretical Incarceration
Boomer also warns against the dangers of becoming too attached to a single educational theory or approach. He likens this attachment to theoretical incarceration, where teachers become so focused on one set of ideas that they lose the ability to see the broader picture. He argues that teachers must resist the temptation to adopt any one theory wholesale and instead take a more eclectic approach, drawing on multiple sources of information to develop a personal teaching theory that is responsive to the unique context of their classroom.
This resistance to theoretical dogma is crucial for maintaining a flexible and dynamic approach to teaching. Boomer highlights the risks associated with the uncritical adoption of popular educational theories, such as genre theory or process-oriented teaching. While these approaches can offer valuable insights, Boomer cautions that they should not be applied rigidly or without consideration of their philosophical and ideological roots. He emphasises the need for teachers to remain critical and reflective, ensuring that their teaching practices are grounded in a deep understanding of both the theory and the practical realities of the classroom.
Creating Inclusive Classrooms
Finally, Boomer addresses the issue of inclusion and the barriers that students face in accessing education. He speaks to the importance of creating classrooms that are welcoming and supportive of all students, particularly those from marginalised backgrounds. Boomer argues that teachers have a responsibility to actively engage with the cultures and identities of their students, challenging any practices that might reinforce exclusion or inequality.
In this context, Boomer advocates for a more explicit approach to teaching, one that makes the hidden rules and expectations of the school culture visible to all students. By doing so, teachers can help students from diverse backgrounds navigate the complexities of the school environment and succeed academically.
Conclusion: A Call for Critical, Reflective Teaching
Garth Boomer's address is a call to action for educators to engage in critical, reflective teaching. He urges teachers to be aware of the power dynamics in their classrooms, to remain flexible in their use of educational theories, and to create inclusive, supportive learning environments for all students. Above all, Boomer emphasises the need for explicitness in teaching, arguing that making the implicit explicit is key to empowering students and making education possible.