Pedagogy of the oppressed
Book - 2018
"First published in Portuguese in 1968, [this book] was translated and published in English in 1970. Paulo Freire's work has helped to empower countless people throughout the world and continues to possess a special urgency as the creation of a permanent underclass among the underprivileged and minorities in urban centers around the world continues. The 50th anniversary edition includes a new introduction by Donaldo Macedo, an afterword by Ira Shor, and interviews with Marina Aparicio Barberán, Noam Chomsky, Gustavo E. Fischman, Ramón Flecha, Ronald David Glass, Valerie Kinloch, peter Mayo, Peter McLaren, and Margo Okazawa-Rey to inspire a new generation of educators, students, and general readers for years to come."--Page ...[4] of cover.
- Subjects
- Published
-
New York :
Bloomsbury Academic
[2018]
- Language
- English
Portuguese - Main Author
- Other Authors
- , ,
- Edition
- 50th anniversary edition
- Item Description
- Translation of: Pedagogia do oprimido.
- Physical Description
- viii, 219 pages ; 24 cm
- Bibliography
- Includes bibliographical references.
- ISBN
- 9781501314131
9781501314148
9780826412768
- Introduction to the 50th Anniversary Edition Donaldo Macedo
- Preface
- Chapter 1.
- The justification for a pedagogy of the oppressed
- The contradiction between the oppressors and the oppressed, and how it is overcome
- Oppression and the oppressors
- Oppression and the oppressed
- Liberation: not a gift, not a self-achievement, but a mutual process
- Chapter 2.
- The "banking" concept of education as an instrument of oppression-its presuppositions-a critique
- The problem-posing concept of education as an instrument for liberation-its presuppositions
- The "banking" concept and the teacher-student contradiction
- The problem-posing concept and the supersedence of the teacher-student contradiction
- Education: a mutual process, world-mediated
- People as uncompleted beings, conscious of their incompletion, and their attempt to be more fully human
- Chapter 3.
- Dialogics-the essence of education as the practice of freedom
- Dialogics and dialogue
- Dialogue and the search for program content
- The human-world relationship, "generative themes," and the program content of education as the practice of freedom
- The investigation of "generative themes" and its methodology
- The awakening of critical consciousness through investigation of "generative themes"
- The various stages of the investigation
- Chapter 4.
- Antidialogics and dialogics as matrices of opposing theories of cultural action: the former as an instrument of oppression and the latter as an instrument of liberation
- The theory of antidialogical action and its characteristics: conquest, divide and rule, manipulation, and cultural invasion
- The theory of dialogical action and its characteristics: cooperation, unity, organization, and cultural synthesis
- "A luta continua": Afterword to Pedagogy of the Oppressed Ira Shor
- Interviews with Contemporary Scholars
- Marina Aparicio Barberán
- Noam Chomsky
- Gustavo E. Fischman
- Ramón Flecha
- Ronald David Glass
- Valerie Kinloch
- Peter Mayo
- Peter McLaren
- Margo Okazawa-Rey
- Foreword to the Original English Edition (1970) Richard Shaull