This book offers Paulo Freire's retrospection on his life and work. These reflections, conceived in the form of 18 letters to his niece, Cristina, provide a backdrop for a deeper understanding of the ...experiences--including his exile---that have informed his thinking and teaching. The first 10 letters look back on Freire's childhood and youth. The 11th letter focuses on his 10 years at the Social Service of Industry (SESI), Regional Department of Pernambuco, Brazil, where Freire was involved in the most important political-pedagogical practice of his life and where he learned how to deal with the relationship between practice and theory. The 12th letter discusses some defining moments: Freire's involvement with the Movement for Popular Culture, Cultural Extension Service at the Federal University of Pernambuco, and adult literacy in Angicos, Rio Grande de Norte. The 13th letter is a transition between letters about personal experiences and letters that respond to contemporary challenges to his work. The last four letters discuss these topics: relationships between education and democracy; liberation and freedom; advising those writing graduate theses and doctoral dissertations; concerns about domination; and current educational and political debates. Notes by Ana Maria Araujo Freire and an index are appended. (YLB)
First published in Portuguese in 1968, Pedagogy of the Oppressed was translated and published in English in 1970. The methodology of the late Paulo Freire has helped to empower countless impoverished ...and illiterate people throughout the world. Freire's work has taken on especial urgency in the United States and Western Europe, where the creation of a permanent underclass among the underprivileged and minorities in cities and urban centers is increasingly accepted as the norm.With a substantive new introduction on Freire's life and the remarkable impact of this book by writer and Freire confidant and authority Donaldo Macedo, this anniversary edition of Pedagogy of the Oppressed will inspire a new generation of educators, students, and general readers for years to come.
In the twentieth century, illiteracy and its elimination were political issues important enough to figure in the fall of governments (as in Brazil in 1964), the building of nations (in newly ...independent African countries in the 1970s), and the construction of a revolutionary order (Nicaragua in 1980). This political biography of Paulo Freire (1921-97), who played a crucial role in shaping international literacy education, also presents a thoughtful examination of the volatile politics of literacy during the Cold War.A native of Brazil's impoverished northeast, Freire developed adult literacy training techniques that involved consciousness-raising, encouraging peasants and newly urban peoples to see themselves as active citizens who could transform their own lives. Freire's work for state and national government agencies in Brazil in the early 1960s eventually aroused the suspicion of the Brazilian military, as well as of U.S. government aid programs. Political pressures led to Freire's brief imprisonment, following the military coup of 1964, and then to more than a decade and a half in exile. During this period, Freire continued his work in Chile, Nicaragua, and postindependence African countries, as well as in Geneva with the World Council of Churches and in the United States at Harvard University.Andrew J. Kirkendall's evenhanded appraisal of Freire's pioneering life and work, which remains influential today, gives new perspectives on the history of the Cold War, the meanings of radicalism, and the evolution of the Left in Latin America.
This landmark collection by Third World activists highlights two major world changes which, they argue, have been neglected by Freire and his many followers: the Third World grass-roots cultural ...resistance to economic globalization, and the ecological cr.
Intended for teachers who wish to explore alternatives to the dominant pedagogy in the United States, and reflecting the creative enthusiasm many teachers gain from Paulo Freire's ideas, this ...collection of essays presents practical examples of innovative classroom work being done in Freirean education in America, as well as examinations of his critical theory. Following an editor's introduction on using Freire's ideas in the classroom, the titles of the essays and their authors are as follows: (1) "Educating the Educators: A Freirean Approach to the Crisis in Teacher Education" (I. Shor); (2) "Problem-Posing Education: Freire's Method for Transformation" (N. Wallerstein); (3) "An Interactionist Approach to Advancing Literacy" (N. Elsasser and V. John-Steiner); (4) "Illiteracy and Alienation in American Colleges: Is Paulo Freire's Pedagogy Relevant?" (L. S. Finlay and V. Faith); (5) "'Strangers No More': A Liberatory Literacy Curriculum" (K. Fiore and N. Elsasser); (6) "Monday Morning Fever: Critical Literacy and the Generative Theme of 'Work'" (I. Shor); (7) "More than the Basics: Teaching Critical Reading in High School" (N. Zimmet); (8) "English and Creole: The Dialects of Choice in a College Writing Program" (N. Elsasser; P. Irvine); (9) "The Hidden Curriculum of Survival ESL" (E. R. Auerbach and D. Burgess); (10) "Feminist Values: Guidelines for Teaching Methodology in Women's Studies" (N. Schniedewind); (11) "Critical Mathematics Education: An Application of Paulo Freire's Epistemology" (with classroom examples from a math course appended--M. Frankenstein); and (12) "Letter to North-American Teachers" (P. Freire). (An appendix by C. Brown illustrating the Freire method as originally used in northeast Brazil, a bibliography, and notes on the contributors are included.) (NKA)
Peter Mayo's exceptional book is an essential pre-requisite for anyone wanting to engage in a serious study of Freire and/or the theoretical foundations of critical, and revolutionary critical, ...education.
The author adopts a holistic approach in exploring the ontological, epistemological, ethical, and pedagogical dimensions of Paulo Freire's thought. The book discusses Freire's approach to adult ...literacy education and investigates the political, dialogical, and critical aspects to the multidimensional word in Freirean theory.The author outlines and assesses a number of key critiques of Freire's modernism, concentrating in particular on questions pertaining to the problem of pedagogical intervention. He responds at some length to C.A. Bowers, one of Freire's most important and persistent critics, and finds fault with behaviorist, stage-based accounts of consciousness raising. The Freirean concept of conscientization is reinterpreted in light of the postmodern notion of multiple subjectivities. From this book, Freire emerges as a complex educational figure: a thinker and teacher deeply committed to the universalist ideal of humanization, yet also wary of some of the exaggerated certainties of modernism. His work, for all its flaws and contradictions, remains highly influential and stands opposed to technicist and neoliberal tendencies in recent educational reform initiatives.
Inhalt: Introduction, a personal perspective -- Seeing fatalism and optimism from a Freirean perspective -- Time consciousness -- Blind optimism -- Fatalistic optimism -- Resilient optimism -- ...Transformative optimism -- The impact of U.S. standardized testing in the context of the four categories of optimism -- Theoretical implications for children's development, studies on concept of time, centeredness of school pedagogy, and critical pedagogies -- Policy implications, recommendations, and study's conclusions.
This book contains letters that show why a teacher's success depends on a permanent commitment to learning and training, as part of an ongoing appraisal of classroom practice. It challenges all ...teachers to reflect critically on the meaning of the act of teaching as well as the meaning of learning.
Freire, Paulo
Foreword -- Preface: A Pedagogy for Life -- Introduction -- First Words: A Pedagogical Trap -- First Letter: Reading the World/Reading the Word -- Second Letter: Don’t Let the Fear of What Is Difficult Paralyze You -- Third Letter: I Came into the Teacher Training Program Because I Had No Other Options -- Fourth Letter: On the Indispensable Qualities of Progressive Teachers for Their Better Performance -- Fifth Letter: The First Day of School -- Sixth Letter: On the Relationship Between the Educator and the Learners -- Seventh Letter: From Talking to Learners to Talking to Them and with Them; From Listening to Learners to Being Heard by Them -- Eighth Letter: Cultural Identity and Education -- Ninth Letter: Concrete Context/Theoretical Context -- Tenth Letter: Once More the Question of Discipline -- Last Words: To Know and to Grow—Everything Yet to See -- Afterword
