As an elementary school teacher, I see myself as an educator with a great passion to learn about the profession. I still feel the excitement as a beginner teacher and try my best to do my job well. However, I often take a different role and adopt a different perspective to examine myself as an educator, observing every detail when I am teaching, including my gesture, step, procedure, concept, behavior, judgment, etc. The repetitive self-argument is indeed full of challenges and contradictions.
I begin to “question” the authority of a teacher to mold a person’s character (as turning unsocialized children into persons accepted by the society). I am particularly aware of the motivation to dominate the “social standards.” However, the self-questioning awareness is also “conflicting” to the job as a teacher when “rule-obeying,” whether it is an active decision or a forced choice, is required and necessary.
I cannot stop thinking about it when I am teaching. I keep questioning, but I also try to appease the contradictory feeling. It was why I created the work “I am a Good Child”, just like how I asked my students to “be good.”
“I am a Good Child”-this work intends to represent the images of good kids in a hypocritical and pretentious way. The slogan comes from the morality teaching we have been so familiar with (an idealist wish we will try to achieve with eagerness). The characters in the work are lovable, while make-up and printing technique make them idealistic. However, what is their trick to win the favor of teachers and the society? What is the driving force to push teachers (educators)? What is the model they base it on? Based on what standards should they be appreciated?