My Sheep Know My Voice:

My Sheep Know My Voice: Educator Autonomy and Student Empowerment

Classrooms are intended to be inclusive learning environments where students feel safe to explore meaning-making, exercise freedom of expression, and engage socially with their peers. However, in many educational settings, student voices are systematically excluded. Learners are often expected to absorb information that neither aligns with their cultural identities nor enriches their intellectual capacities. This experience is particularly prevalent among students in marginalized communities, whose narratives are co-constructed by educators. Teachers wield significant influence over the cognitive and social development of their students. Their role extends beyond instruction to include fostering connections, advocating for their students' needs, and nurturing student autonomy until they can confidently articulate their own voices.

Educators as Agents of Change or Passive Implementers?

One educator expressed their frustration with the system, stating, "What frustrates me about teaching is that we are sheep. All we do is implement what they tell us to do. There is no point in trying to innovate; we have no autonomy at all!" This sentiment reflects a critical divide in contemporary education—the growing disempowerment of teachers. The challenge lies in shifting educators from passive implementers of predetermined curricula to active agents of change who integrate participatory projects and culturally sustaining pedagogy. Emily Style (1988) aptly stated, "Half the curriculum walks in the door when the students do." This assertion highlights the necessity of incorporating students' lived experiences into the learning process. However, the other half of the curriculum resides within the educator's own funds of knowledge—an often overlooked resource in pedagogical discussions.

Funds of Knowledge: A Dual Perspective

Traditionally, funds of knowledge have been conceptualized as the knowledge students bring from their homes and communities, which should be integrated into the curriculum to enhance meaning-making (Moll et al., 1992). Yet, educators themselves also possess funds of knowledge that stem from their personal and professional experiences, which can be leveraged to enhance student learning. Hedges (2012) expands this perspective, asserting that "educators who remove their personal experiences from content creation and lesson discussions eliminate opportunities for interpersonal connections with students" (p. 10). Similarly, Gupta (2006) highlights how teachers' childhood experiences and personal beliefs influence their instructional approaches, emphasizing the importance of making this knowledge explicit in classroom interactions.

Despite the rhetoric surrounding teacher autonomy, many educators still feel constrained by rigid policies and standardized curricula. However, teachers do not need permission to exercise professional judgment within their classrooms. They have the authority to determine content delivery methods, select resources, and design learning experiences that align with their students' needs. When educators embrace this autonomy, they foster a learning environment where students feel seen, heard, and empowered.

The Limitations of Standardized Assessments

The current education system relies heavily on standardized test scores to assess student potential. This one-size-fits-all approach categorizes students based on rigid metrics that often fail to capture their true capabilities. Educators who perceive themselves as "sheep" unquestioningly implement these assessments without considering their broader implications. However, meaningful learning extends beyond test scores—it encompasses students' critical thinking skills, creativity, and cultural knowledge.

Hedges (2012) asserts that "responding to children’s interests and inquiries is one of the most effective ways to build knowledge," as it fosters areas of shared personal interest and experience. Educators who value students' potential go beyond test data, ensuring that students understand they are more than a numerical score. By taking a relationship-centered approach, teachers can draw from their own educational influences to guide students toward meaningful knowledge acquisition.

Educators as Leaders, Not Sheep

Educators can choose to perceive themselves as sheep—blindly following mandates—or as leaders who shape the educational landscape for their students. Those who passively implement directives without critical reflection risk leading their students to intellectual stagnation. In contrast, teachers who take control of their classrooms—by designing culturally responsive curricula, fostering student agency, and facilitating meaningful discussions—help students develop their voices, ultimately granting them autonomy over their educational journeys.

If educators wish to empower their students, they must first recognize and exercise their own voices. As the title suggests, "My Sheep Know My Voice," educators must lead by example, guiding students toward self-expression and agency. The responsibility of education extends beyond delivering content; it involves cultivating an environment where students feel empowered to shape their own narratives and futures.

References

Gupta, A. (2006). Funds of knowledge and teacher beliefs: Making connections between informal and formal knowledge. Educational Review, 58(1), 1-14.

Hedges, H. (2012). Teachers’ funds of knowledge: A theoretical approach to examining pedagogical content knowledge in early childhood education. Early Childhood Research Journal, 39(1), 10-23.

Moll, L., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory Into Practice, 31(2), 132-141.

National Education Association. (2020). Historical timeline of assessment in education (1840-1875). Retrieved from https://www.nea.org

Style, E. (1988). Curriculum as window and mirror. Women’s Educational Equity Act Publishing Center.