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Guided by Paulo Freire’s view that education is never neutral, the educator explores how a horticulture module can carry political learning. She connects this shift to transformative learning theory through Mezirow’s disorienting dilemmas, critical reflection, and perspective transformation.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":15,"@type":76,"position":81},"https://docshare.wps.com/document/literature/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/an-educators-dilemma-introduction/589334/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/an-educators-dilemma-introduction/589334.png","ImageObject",300,407,{"name":92,"@type":93},"Đào","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-23","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What dilemma does the educator face in Sweden?","Question",{"text":112,"@type":113},"She needs to incorporate a transformative and political curriculum alongside a FETAC Level 3 horticulture module while helping adult learners grow in confidence and participation.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the Hard Rain Exhibition influence the educator’s practice?",{"text":117,"@type":113},"Seeing the exhibition again in Orebro prompts critical reflection on her responsibilities as an educator and strengthens the connection between classroom learning and broader human responsibility.",{"name":119,"@type":110,"acceptedAnswer":120},"Why does the educator decide to make curriculum political?",{"text":121,"@type":113},"Freire’s argument that education is never neutral, together with Mezirow’s ideas about disorienting dilemmas, convinces her that political teaching can be made real even within traditional education.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},589334,1792767612,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":14,"category_name":15,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},1374402968488,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Previous Back to contents Next  \nAn Educator’s Dilemma  \nAlison McCallion  \nIntroduction  \nAfter a recent trip to Sweden I was faced with a new dilemma as an educator. How could I incorporate and teach a transformative and political curriculum in tandem with a Further Education and Training Awards Council (FETAC) Level 3 module in horticulture? By doing so I hoped I could help the adults I encountered on a daily basis to grow in confidence, to learn, to participate more fully in life and to convince them that collectively we can make a differenceto our environment and possibly the world around us.  \nI was walking through a small town in Sweden called Orebro. It was a medieval town with a castle, quite a quaint and beautiful place. As I wandered down the main street I came to a square and there I stood thinking what a coincidence. I could not believe there in front of me was the Hard Rain Exhibition I had seen in Dublin’s National Botanic Gardens. The Hard Rain Exhibition includes stunning photographs illustrating the lyrics of Bob Dylan's classic early song‘A Hard Rain's A-Gonna Fall.’ Mark Edwards, an internationally acclaimed photographer, devised the Exhibition. His pictures have been seen by millions around the world and depict the related problems of climate change, poverty and environmental destruction.  \nI had visited this exhibition with a group of women from the Travelling Community only a few months prior and was amazed to see it again in such a small town. At the time in Orebro, I did not quite realise the consequences of this happening for my practice. I had thought it was just a strange coincidence  \nPrevious Back to contents Next  \nand had wished that my students had seen it in another country and in a different environment but still starkly sending out the same important message to the people of Sweden.  \nIt was sometime later after journaling my thoughts and reflecting on the experience of seeing the exhibition in Sweden and in Dublin that a new insight into my practice emerged. This would push my practice forward and give me the impetus to experiment once again with my learning to teach and the political teachings of Paulo Freire. The experience of seeing this exhibition twice outside of the classroom unveiled my responsibilities as an educator and the connection that extends beyond the classroom walls between us as human as part of this world.  \nThe political curriculum  \nI knew from reading Freire’s writings that it was possible to make the curriculum political:  \nThere is no such thing as a neutral education process. Education either functions as an instrument that is used to facilitate the integration of the learner into the logic of the present system and bring about conformity to it or it becomes the practice of freedom.  \n(Freire, 1972, p.56)  \nBefore the incidents mentioned above I believed education should be liberating, however, I struggled with making it political. Initially working with students I made a decision not to make the subjects I taught political. I was unsure as to how this was possible; unsure how to make the political teachings of Paulo Freire a reality while teaching in the traditional system of education. However, the visit to Sweden answered some of these questions. Reflecting on the experience in Sweden I realised there was something in this chance happening in Orebro. It seemed I encountered Mezirow’s ‘disorientating dilemmas’;  \nthe disorienting dilemma may be evoked by an eye-opening discussion, book, poem, or painting orby one’s efforts to understand a different culture that challenges one’s presuppositions.Anomalies and dilemmas of which old ways of knowing cannot make sense become catalysts or ‘trigger events’ that  \nPrevious Back to contents Next  \nprecipitate critical reflection and transformations.’ Changing social norms can make it much easier to encounter, entertain, and sustain changes in alternative perspectives.  \n(Mezirow, 1990, p.14)  \nI wrote about my thoughts and ","cbCaihdyZ7iTZHi3","https://ap.wps.com/l/cbCaihdyZ7iTZHi3","pdf",102298,14,"English","# Introduction\n## The political curriculum\n## Uncovering new learning","[{\"question\":\"What dilemma does the educator face in Sweden?\",\"answer\":\"She needs to incorporate a transformative and political curriculum alongside a FETAC Level 3 horticulture module while helping adult learners grow in confidence and participation.\"},{\"question\":\"How does the Hard Rain Exhibition influence the educator’s practice?\",\"answer\":\"Seeing the exhibition again in Orebro prompts critical reflection on her responsibilities as an educator and strengthens the connection between classroom learning and broader human responsibility.\"},{\"question\":\"Why does the educator decide to make curriculum political?\",\"answer\":\"Freire’s argument that education is never neutral, together with Mezirow’s ideas about disorienting dilemmas, convinces her that political teaching can be made real even within traditional education.\"}]","An Educator’s Dilemma - Introduction | PDF",1792066992,22]