A pedagogy for liberation: dialogues on transforming by Paulo Freire, Ira Shor

By Paulo Freire, Ira Shor

… probably the most vital books for American lecturers. . . . if you happen to train, learn it on one of many days in case you are looking to give up. You'll both retain educating or surrender with a clearer head. Democratic Schools

Highly urged. . . . Written in a slightly attention-grabbing manner--primarily as a conversation--this e-book serves well as an off-the-cuff but rigorous therapy of serious pedagogy. there's a passable mixture of theoretical research and functional own anecdote. . . . The textual content is easily researched. selection

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Extra resources for A pedagogy for liberation: dialogues on transforming education

Sample text

I don't say that before 1964 I was absolutely convinced that education could be the tool for transforming society. But, I was not clear on this question. I have criticized some of my naivete on the global limits of teaching, in an essay I wrote in 1974. 1 But, the coup d'etat raised this question very clearly, and it taught me the limits. Of course, it does not mean that we should constantly have coups to learn good things! Yes, it is true that after 1964 I grew more aware of education's limits in the political transformation of society.

Our task, the liberating task, at the institutional level of the schools, is to illuminate reality. Of course, it is not a neutral task, just as the other one is not neutral either. To make reality opaque is not neutral. To make reality lucid, illuminated, is also not neutral. In order for us to do that, we have How Can Teachers Become Liberating Educators? 37 to occupy the space of the schools with liberating politics. Nevertheless we cannot deny something very obvious. Those who make reality opaque through the dominant ideology, through spreading, multiplying, reproducing the dominant ideology, are swimming with the current!

By 1976, the authorities regained the offensive, and the experimental period ended with a conservative restoration. But, in the open years, I learned a lot, especially from other experimenting teachers, and from student language. People from dominated groups speak several idioms, depending on their situation. ' These forms of discourse are the linguistic shapes of the larger power struggle in society. I heard these different idioms and felt the class was going well when they spoke in nondefensive voices.

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