Archive for the ‘Freire’ Category
In this book, two well-known scholars of critical educational studies provide a compelling introduction to the thoughts of Brazilian educator Paulo Freire and German critical theorist Jurgen Habermas. While there are many other books about these influential thinkers, this is the first to compare their theories in-depth and situate their thinking in relation to other social theories and philosophies of education. The authors demonstrate that, despite their differences, these philosophers share crucial views on science, society, critical social psychology, and educational praxis that are mutually illuminating and offer a new point of departure for a critical theory of education. The book is organized around the following themes: (a) Freire and Habermas’ philosophies of the social sciences as a form of critical social theory; (b) their theories of society; (c) the critical social psychology that underlies their conception of the dialogical and developmental subject; and (d) the implications of their overall perspective for educational practice.
As part of a critical analysis of his work, this paper argues that, at its core, Paulo Freire‘s critical, liberatory pedagogy as conceived in Education as the Practice of Freedom, coherently systematized in Extension or Communication and carried out through Pedagogy of the Oppressed into his later works, is grounded in a thoroughly Marxist, or dialectical materialist, theory of knowledge. It is my contention in this paper that an explication of Freire’s dialectical materialist epistemology provides for an increased understanding Freire’s liberatory pedagogy as a whole because it is difficult to grasp Freire’s pedagogy without understanding its Marxism.
The Routledge International Handbook of Critical Education is the first authoritative reference work to provide an international analysis of the relationship between power, knowledge, education, and schooling. Rather than focusing solely on questions of how we teach efficiently and effectively, contributors to this volume push further to also think critically about education’s relationship to economic, political, and cultural power. The various sections of this book integrate into their analyses the conceptual, political, pedagogic, and practical histories, tensions, and resources that have established critical education as one of the most vital and growing movements within the field of education, including topics such as: Social Movements and Pedagogic Work, Critical Research Methods for Critical Education, The Politics of Practice and the Recreation of Theory, The Freirian Legacy. With a comprehensive introduction by Michael W. Apple, Wayne Au, and Luis Armando Gandin, along with 35 newly-commissioned pieces by some of the most prestigious education scholars in the world, this handbook provides the definitive statement on the state of critical education and on its possibilities for the future.
I am pleased to see that a whole new range of non-textual strategies is gradually emerging as an alternative and highly versatile way of knowing. Specifically, participatory visual communications, such as sketching, photography, and video, hold the inherent potential of painting a more nuanced depiction of lived realities, while simultaneously empowering the study participants, and placing the agency literally in their own hands. Through the generation of images, and the reflective sharing of this visual content among community members, participants gain self-efficacy and collective efficacy, as well as an expressive channel to voice their hidden or marginalized stories.
Central to the use of this technique in educational settings was the work of Paulo Freire, a noted Brazilian sociologist who pioneered the “dialogic pedadogy” approach as a non-hierarchical, dynamic and transformative process of learning. Conducting a literacy project in Peru in 1973, Freire asked slum dwellers to respond to the query of “What is exploitation?”, but instead of documenting their oral responses, he handed them cameras and asked them to provide their answers by using photographs.
Critical pedagogy problematizes the relationship between education and politics, between sociopolitical relations and pedagogical practices, between the reproduction of dependent hierarchies of power and privilege in the domain of everyday social life and that of classrooms and institutions. In doing so, it advances an agenda for educational transformation by encouraging educators to understand the sociopolitical contexts of educative acts and the importance of radically democratizing both educational sites and larger social formations. In such processes, educators take on intellectual roles by adapting to, resisting, and challenging curriculum, school policy, educational philosophies, and pedagogical traditions. This article revisits the contributions of Antonio Gramsci and Paulo Freire to critical pedagogy, giving particular attention to the related concepts of hegemony and the intellectual.
Read also: Critical pedagogy at Learning Change
“Education is always and everywhere about opening doors, opening minds, opening possibilities. Education is about opening your eyes and seeing for yourself the world as it really is in all its complexity, and then finding the tools and the strength to participate fully, even to change some of what you find.”
We had been dreaming about opening a free public school focused on social justice and environmental sustainability since 2000. We dreamed of a school where every student was known well, where differences were honored and celebrated, and where learning was deep, powerful and transformative. On August 23, 2005 our dream became a reality and Paulo Freire Freedom School opened its doors.