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1.
While some of Paulo Freire's readers understand his pedagogy as a rejection of any and all directive teaching methods, there are many scholars who do recognise Freire's emphasis on teacher directiveness in its appropriate form. In light of this tension between directiveness and dialogue, it seems that students of Freire must inevitably come to a crossroads: is Freire's pedagogy directive or is it not? However, even this question does not get at the more critical dilemma: if Freire's pedagogy is directive, is such directiveness incompatible with Freire's overwhelming emphasis on egalitarian dialogue? This paper establishes three readings of the issue of directiveness in Freire and ultimately provides an exegetical defence of what is termed the compatibilist reading—that directive teaching, properly construed, is compatible with dialogic teaching in Freirean pedagogy. The question this paper seeks to answer is how Freire can have it both ways. In sum, Freire undeniably supports teacher directiveness and philosophically justifies directiveness as compatible with problem‐posing education through his concepts of virtue education, utopia and criticality.  相似文献   

2.
Attempting to apply the ideas of Third World theorists to First World contexts is an inherently risky enterprise: the danger of domestication is ever‐present. In this article the author examines this thesis with reference to the work of the highly influential Brazilian adult educator, Paulo Freire. Four problematic tendencies are highlighted: the failure to consider Freire's work in its social context; fragmentation in reading Freirean texts; reductionism in appropriating Freirean principles and practices; and the reluctance to assess Freire's ideas critically.  相似文献   

3.
One of the primary goals of Freirean theory is the achievement of a higher level of political and social consciousness amongst participants in educational programming. Freire himself only loosely defined this sense of consciousness, and interpretations of how this abstract concept might look vary widely. In some organisations, the politically radical goals of Freirean facilitators do not match the desired outcomes of participants. Other organisations may use Freirean methods to pursue their programming, but without subscribing to Freire's revolutionary educational project. This article provides case study examples of both extremes in Brazil and Mozambique, concluding with the argument that applying Freire's notion of critical consciousness organisationally can help to make sense of the diversity of interpretation among Freirean nonprofits.  相似文献   

4.
Since first published in English in 1970, Pedagogy of the Oppressed has inspired generations of scholars and social activists to examine the inherent potential of Paulo Freire's theories on grassroots intellectual emancipation and education in marginalized communities. The interpretive lineage of Freire's writings is vast, indeed. To date, scholars continue to mobilize Freire's ideas to establish meaningful connections between what he describes as “liberatory teaching” and the role progressive educators must play in bringing about a more just and humane society. Freire's popularity outside Brazil, however, has come with inevitable tradeoffs worth considering, particularly as regards the epistemological directions and labels affixed to his educational philosophy. Considering the “many Freires” phenomenon, Sandro Barros takes a genealogical approach in this essay to the metanarratives that have made up Freire scholarship outside Brazil. His analysis is guided by the following questions: (1) What kinds of hermeneutic cultures have enveloped Freire's ideas in academic contexts? (2) How have these cultures shaped the reading practices that surround his texts?  相似文献   

5.
Although it is commonly assumed that Paulo Freire was widely influential in the field of education in the United States immediately upon publication of his classic work, Pedagogy of the Oppressed, in 1970, the historical evidence indicates otherwise. In fact, Freire's work only began to gain wide reception in the field in the mid- and late 1980s. In the process of charting a new history of the reception of Freire's work in the field, this historical article illuminates contemporary issues with the use of Freire's ideas in educational conversations about social structure and agency. In particular, the article seeks to renew a close, contextual read of Freire's texts, especially Pedagogy of the Oppressed, and invigorate discussion about Freire's primary claim—that education must be the central feature of building movements for radical social change. Similarly, the article seeks to renew attention to the structural concerns that initiated the turn towards critical Marxist scholarship in the field—concerns about the relationship between school and society in the United States that the initial wave of critical scholars knew must be addressed before fully engaging ideas about the ways in which schools may participate in the push for social change.  相似文献   

6.
Using several case studies drawn from Freire’s cultural context and contemporary Canadian Indigenous resistance movements, this article questions whether a Freirean approach to critical literacy can work with Indigenous literacy needs without reproducing colonial power structures. It also seeks to examine current scholarship in the literacy education of Maritime Aboriginal people in Canada and to illustrate the need for critical pedagogies honoring multiple cultural literacies and ways of knowing among Indigenous youth.  相似文献   

7.
Jacob Neumann provides a thoughtful reading of Paulo Freire in the 21st century: Education, dialogue, and transformation. His comments on the importance of contextualising Freire’s work and the value of openness in engaging Freirean ideas are insightful and helpful. His use of the term ‘apolitical’ is, however, rather more problematic. Drawing on points made in Paulo Freire in the 21st century, and with links to Freire’s wider philosophy and pedagogy, this article argues that education from a Freirean perspective is always political.  相似文献   

8.
As nonprofit adult literacy programs are often the only options for low-income Latin American immigrants in North America, problems accompanying these programs affect the ability of immigrants to benefit from them. North American nonprofit adult literacy programs often struggle due to the difficulties inherent in using volunteer instructors (often from different cultural backgrounds than participants) who use curricula that often do not reflect students’ communities of origin. Hence, the outcomes of these programs can be problematic. One potential way to ameliorate these difficulties is found in the critical framework of Paulo Freire, wherein curricula are student-generated. The primary argument in this review essay is that trained community instructors (or Freirean-trained outsiders) – using Freire's model of instruction and curriculum development, working under a demand for true accountability for results from organizational administrators – could improve existent benign North American adult literacy programs into more empowering social resources for Latin American immigrant communities in the United States. The possibilities for such improvement are explored through analysis of positive and negative case studies within the larger literature on adult literacy.  相似文献   

9.
弗莱雷是20世纪来自巴西的批判教育理论和实践方面最重要和最有影响力的教育家。其教育思想的形成得益于其丰富的人生经历。弗莱雷的对话式教学及成人教育理论对当下中国的教育改革有一定的启示,但其＂教育即政治＂、＂批判意识是教育走向解放的根本出发点＂等观点有一定局限性,应批判地借鉴和吸收。  相似文献   

10.
The author of this paper considers the influence of Paulo Freire’s pedagogical philosophy on educational practice in three different geographical/political settings. She begins with reflections on her experience as a facilitator at Freire’s seminar, held in Grenada in 1980 for teachers and community educators, on the integration of work and study. This case demonstrates how Freire’s method of dialogic education achieved outcomes for the group of thoughtful collaboration leading to conscientisation in terms of deep reflection on their lives as teachers in Grenada and strategies for decolonising education and society. The second case under consideration is the arts-based pedagogy shaping the work of the Area Youth Foundation (AYF) in Kingston, Jamaica. Young participants, many of them from tough socio-economic backgrounds, are empowered by learning how to articulate their own experiences and relate these to social change. They express this conscientisation by creating stage performances, murals, photo-novella booklets and other artistic products. The third case study describes and evaluates the Honey Ant Reader project in Alice Springs, Australia. Aboriginal children, as well as the adults in their community, learn to read in their local language as well as Australian Standard English, using booklets created from Indigenous stories told by community Elders, featuring local customs and traditions. The author analyses how the “Freirean” pedagogy in all three cases exemplifies the process of encouraging the creation of knowledge for progressive social change, rather than teaching preconceived knowledge. This supports her discussion of the extent to which this is authentic to the spirit of the scholar/teacher Paulo Freire, who maintained that in our search for a better society, the world has to be made and remade. Her second, related aim is to raise questions about how education aligned with Freirean pedagogy can contribute to moving social change from the culture circle to the public sphere.  相似文献   

11.
This article addresses key topics of academic freedom and critical pedagogy during a time of right-wing populist politics. The rise of the far-right politician Jair Bolsonaro to Brazil’s presidency in 2019 was accompanied by a vow to eradicate any vestige of the ideas of Brazilian educator Paulo Freire from the country’s schools. Bolsonaro’s campaign was supported by ultra-conservative groups that have as their core mission a traditional Christian and anti-Communist educational agenda. At the forefront of these groups is the influential and conspicuous ‘Escola sem Partido’ (ESP) movement that has forcefully campaigned against Freire’s critical pedagogy across the country and promoted physical and online abuse of teachers since 2014. This article asks how Freire’s philosophies can be an ally in the struggle for democratic education in the current political climate in Brazil. It employs a method of dialogical narrative to bring Freire’s theories and critical methodology to life and test their potency against the ESP educational philosophies. It initially employs Freire’s core ideas to examine the ESP policies and parliamentary bills. In the second part, it analyses documents and online content produced by civil society resistance to ESP pressures. The findings show the vitality of Freire’s pedagogical philosophy to empower oppressed communities in their demands for quality education. The narrative concludes by demonstrating the vital role of the critical consciousness process and of Freire’s pedagogy of freedom to support ongoing struggles by teachers and communities to block ESP attempts to abolish critical thinking in Brazilian public education.  相似文献   

12.
Abstract

Problem‐posing teaching using multicultural children's literature nourishes an integrated literacy curriculum that supports young children's meaningful learning. This method encourages integrated learning that is both developmentally and culturally meaningful through interacting with story, reading literature, and participating in related learning activities. The problem‐posing method was developed by Paulo Freire [Education for Critical Consciousness, Seabury, New York] and critical pedagogists. The method leads students of any age, experience or ability level to base new learning on personal experience in a way that encourages critical reflection. This method has not been widely used with younger learners, but lends itself well to integrated early childhood literacy development.

This article shows selected qualitative data samples from case studies of early childhood teacher education students as they experience the method in a literacy course and as they use the method with young children. A critical analysis of the students’ work draws out key points regarding literacy development in a rapidly changing world. The teacher education students’ work provides an arena for developing the theory further as they implement theoretically‐based pedagogy with young learners. Data reveal issues regarding critical literacies and postmodern approaches to early childhood education.  相似文献   

13.
In this essay Sarah Galloway considers emancipation as a purpose for education through examining the theories of Paulo Freire and Jacques Rancière. Both theorists are concerned with the prospect of distinguishing between education that might socialize people into what is taken to be an inherently oppressive society and education with emancipation as its purpose. Galloway reconstructs the theories in parallel, examining the assumptions made, the processes of oppression described, and the movements to emancipation depicted. In so doing, she argues that that the two theorists hold a common model for theorizing oppression and emancipation as educational processes, distinguished by the differing assumptions they each make about humanity, but that their theories ultimately have opposing implications for educational practices. Galloway further maintains that Freire and Rancière raise similar educational problems and concerns, both theorizing that the character of the relations among teachers, students, and educational materials is crucial to an emancipatory education. Galloway's approach allows discussion of some of the criticisms that have been raised historically about Freire's theory and how these might be addressed to some degree by Rancière's work. Taking the two theories together, she argues that the possibility for an emancipatory education cannot be ignored if education is to be considered as more than merely a process of passing down the skills and knowledge necessary in order to socialize people into current society.  相似文献   

14.
peter Mayo 《Interchange》2006,37(3):277-283
This essay critically highlights the main features of a study that attaches importance to the concepts of time and optimism and their effects on the achievement and goals of high and low achievers in a North American and a Brazilian context. The focus on the time factor that serves as a leitmotif throughout the study gives this work its originality. One of the study's most pleasing aspects is that it draws on Freire's ideas as ducation Secretary in São Paulo to suggest options for future education policy intended to provide more democratic and socially inclusive educational programmes. It is argued that these Freirean ideas should be given greater importance in educational administration worldwide than is the case at present. They can serve as an antidote to the technical rational and managerial approaches that seem to dominate the area.  相似文献   

15.
Paulo Freire’s work is often characterized and used in terms that seek to produce widespread political and economic changes across societies. Peter Roberts, however, in his book Paulo Freire in the twenty-first Century, offers readers a much different way of approaching Freire’s work. Throughout his book, Roberts presents Freire as recognizing the limitations of educational initiatives, as not seeking specific macro-political objectives, and as emphasizing openness to alternative discourses. These themes weave throughout each chapter of the book, in which Roberts examines a wide range of topics, from Freire and Dostoevsky to reason and emotion to political correctness to Freire and the Tao Te Ching. In this review essay, I engage a number of purposes. I elucidate and trace these three themes as they weave throughout and support the various topics that Roberts examines in his book. I illustrate how Roberts’s treatment of these themes challenges many of the interpretations of Freire’s work found within the critical literature, and, through this critique, it offers readers new ways of thinking about Freire’s thinking. Lastly, I discuss how Roberts’s thoughts suggest new ways that Freire’s work, and critical education in general, might begin to make more meaningful and practical inroads into public education and might develop new avenues of scholarship on Freire’s work.  相似文献   

16.
The contributions to education of one of the great Latin American thinkers, Paulo Freire, have been enormous. His voice and wisdom have inspired educators globally. Three particular contributions – to emancipation, to literacy, and to dialogue – are explored in this article through a critical lens. From a gender perspective, Freire’s path to consciousness-raising is crucial for emancipation but so also is empowerment, a notion contributed by the women’s movement. Adult literacy, Freire’s vehicle to raise consciousness, has been challenged by a recognition of the complexity underlying its acquisition, a factor we still have to incorporate in training and teaching programmes. Dialogical approaches in adult education, essential as they are to the attainment of deeper understanding of social phenomena and the possibility of consensual social action, build on a long trajectory of efforts to use public space for collective advancement. Situating Freire against a denser historical background enables the recognition of his merits and at the same time rescues the confluence of similar perceptions as well as different ideas in the construction of our contemporary world.  相似文献   

17.
Paulo Freire argued that learning should be conversational, accessible, and centered on the experience of the participants. Freirean theory remains strong in adult education and has implications for human performance technology applications in such areas as online learning in terms of design, accessibility, and content, as well as performance improvement.  相似文献   

18.
Critical literacy and emancipatory politics: The work of Paulo Freire   总被引：1，自引：0，他引：1  
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19.
Recent years have witnessed a renewed interest in utopianism within educational theory. In this essay, Darren Webb explores the utopian pedagogy of Paulo Freire in the context of what one commentator has dubbed “the educational comeback of utopia.” Webb argues that Freire's significance lies in the way he embraced both “utopia as process” and “utopia as system.” This is significant because the contemporary rejuvenation of utopianism has extended only so far, embracing utopia conceived as an open‐ended process of becoming but shying away from utopia conceived as the delineation of a normative vision to be struggled for and won. Webb outlines the pedagogical operation of utopia as process, cognitive‐affective orientation, and system, and he argues that Freire was right in insisting that each is constitutive of effective educational practice.  相似文献   

20.
Despite being one of Africa's greatest postcolonial thinkers, implementing an award winning national literacy campaign and writing extensively on adult education and development, the contributions of Julius Kambarage Nyerere remain relatively unknown within mainstream adult education. This paper critically examines the contributions of Nyerere to adult education and postcolonial theory. The paper makes two assumptions. First, it assumes that there is a relationship between the discourses of postcolonialism and the project of constructing a more inclusive knowledge base of adult education. Second, that postcolonial theory provides a relevant framework for understanding the politics of adult education and development. Through a comprehensive and critical textual analysis of Nyerere's major works on adult education and development, the paper concludes that Nyerere's philosophy of adult education and lifelong learning was very progressive if not radical. Nyerere's ideas on education for liberation and development resonate with those of Paulo Freire. By linking the principles of education for liberation to the goal of building an egalitarian, socialist society based on the philosophy of Ujamaa, Nyerere provided an innovative and yet ‘localized’ theory of social change. Finally, Nyerere provided a sustained critique of colonialism and racism, and was a committed advocate of equality, unity and economic and social justice for the postcolonial world.  相似文献   

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