Educator‐philosopher Paulo Freire (1921‐1997) is internationally known for his adult literacy work with peasants and workers in his native Brazil. Through a process of…
Educator‐philosopher Paulo Freire (1921‐1997) is internationally known for his adult literacy work with peasants and workers in his native Brazil. Through a process of “conscientization”, the oppressed become active subjects in the making of culture and history, as opposed to passively accepting that which is imposed on them by society’s élite. Freire’s pedagogy has been embraced by many in the Third World and adapted to a First World context by North American educators. The annotated bibliography that follows presents a selection of Freire’s work, as well as that of other educators who have adopted a “Freirean” approach to education. In addition, several books recount Freirean inspired literacy campaigns instituted in countries rocked by political conflict and revolutionary change.
In the face of the erosion of democracy and the reemergence of authoritarian styles of rule and leadership in the contemporary world scene, the author reintroduces the…
In the face of the erosion of democracy and the reemergence of authoritarian styles of rule and leadership in the contemporary world scene, the author reintroduces the anthropological and pedagogical insights of Dorothy Lee and Paulo Freire in the ongoing debate on active learning and higher education. In the case of Dorothy Lee, these insights refer to “valuing the self” of the student, and to the value of learning (values) from “remote cultures” and, last but not least, on the meaning of freedom and autonomy bounded by culture and structure in the teaching–learning process. In the case of Freire, the author selectively points to: (1) the value of community as a sociocultural anchor of identity, freedom, and autonomy, (2) the view of education as a tool for raising awareness, critical thinking, inspiration, hope, empowerment, cultural action, and social transformation, and (3) the view on citizenship education. The author discusses, in this regard, the significant role assigned by Dorothy Lee and Paulo Freire to the neglected notions of dialogue, freedom, culture, self, autonomy, and structure. Lastly, the author argues in favor of reincorporating the pedagogical insights of Dorothy Lee and Paulo Freire in the curricula and structure of higher education and also reminds those concerned with upholding democracy that these formative values and concepts were acknowledged in the early conception and development of active learning.
Here, the authors present a case study of how two professors from different disciplines at the University of Arkansas, Little Rock, managed to interweave dialogic…
Here, the authors present a case study of how two professors from different disciplines at the University of Arkansas, Little Rock, managed to interweave dialogic components of Paulo Freire’s pedagogy into an institutional context full of requirements and demands that restrict pedagogical choices. Enacting Freire’s ideal of a liberatory epistemology, as Freire calls it, is extremely difficult, because institutional constraints increase the psychological and emotional distance between our students and instructors. In spite of this, the instructors devised ways to create a classroom based on Freire’s dialogic approach to education. Using Martin Buber’s terminology, the authors work to establish their students as “Thous” rather than as “Its.” Together with their students, the authors explore their texts, and generate free discussions based on the notion of co-constructing our classroom and co-constructing what knowledge is and means to us. Establishing this “open space” of inquiry and acceptance involves practicing Freire’s strategies producing authentic dialogue. Here, instructors participate actively with students. They engage in classroom exercises and even write with the students. The atmosphere in the classroom is relational and inter-subjective. Instructors also enact behaviors explained in Julien Mirivel’s Positive Communication model that bridge the gulf of separateness that work to decipher the unknown.
The purpose of this paper is to apply Paulo Freire’s writings from Pedagogy of the Oppressed to critique current efforts to reduce cancer health disparities (CHDs) among…
The purpose of this paper is to apply Paulo Freire’s writings from Pedagogy of the Oppressed to critique current efforts to reduce cancer health disparities (CHDs) among Latinos in the USA.
Freire’s writings on oppression, critical consciousness, praxis and dialogical education are applied to recent efforts to reduce CHDs among Latinos in the USA through the use of promotores.
Freireian teachings can provide insight on ways to engage Latino communities in culturally sensitive conversations that respect deeply rooted beliefs, and address the political and socioeconomic inequities many continue to face. Programs must revisit Freire’s political and transformative roots to ensure efforts to reduce CHDs also promote health equity and community empowerment.
Public health initiatives should incorporate Freireian principles of dialogical education and critical consciousness in the development of cancer prevention and screening programs tailored to Latinos in the USA to ensure program longevity and success.
Approaching conversations and interactions dialogically can foster critical engagement and empower collective action among Latino communities in efforts to improve their environments and reduce health disparities.
This is a multi-layered analysis of different social and structural factors influencing CHDs among Latinos in the USA, and is coupled with a historical overview of colonialism and oppression in Latin America. It culminates in suggestions on ways to improve future public health efforts that embrace Freireian approaches and promote health equity.
Colleges of education must do more than expose prospective educators to “best” practices for teaching and leading linguistically, culturally, and ethnically diverse…
Colleges of education must do more than expose prospective educators to “best” practices for teaching and leading linguistically, culturally, and ethnically diverse students. Educators need to develop attitudes, knowledge, skills, and dispositions necessary to become competent in catering to diverse student populations in schools. In this chapter, we seek to extend this conversation using a critical pedagogical lens. We draw specifically on Paulo Freire’s concept of radical love to interrogate our ways of teaching, leading, and opening up spaces for dialogue toward educating pre-service teachers and leaders who are critically conscious. Additionally, we use Paulo Freire’s concept of radical love to explore the similarities and disjunctures in our pedagogy and positionalities as international scholars of color.
This chapter is a response to the article by Straubhaar (2015), ‘The stark reality of the “White Saviour” complex and the need for critical consciousness: a document…
This chapter is a response to the article by Straubhaar (2015), ‘The stark reality of the “White Saviour” complex and the need for critical consciousness: a document analysis of the early journals of a Freirean educator’. Taking up a theme developed by Noah and Eckstein (1988) in relation to dependency theory, the paper argues that a Freirean analysis is an inadequate framework for the analysis of international development and intercultural exchanges. The central argument is that, by imposing a simplistic dichotomy of oppressors and oppressed, Freirean theory blinds the researcher to the nuanced interplay and complex power relationships that are involved in even apparently simple interactions. Most importantly, a Freirean analysis focuses attention on who makes a statement, rather than on what that statement is a statement about and whether it is true or not. This argument is developed through a reanalysis of some events Straubhaar documents in his account of his fieldwork.
This paper aims to review global adolescent empowerment programmes and develops and proposes a model that can be used with vulnerable adolescents. The model reflects…
This paper aims to review global adolescent empowerment programmes and develops and proposes a model that can be used with vulnerable adolescents. The model reflects theory and experience drawn from the literature.
The review is a synthesis of articles on empowerment theory, models and programme evaluations. Literature is selected and critiqued that reflects aspects of empowerment as described by Freire or relating to empowering models that could be generalised and related specifically to vulnerable adolescent programmes. Vulnerable adolescents within the context of this paper have been identified as those experiencing social, economic, cultural or physical disadvantage.
The findings document that empowerment programmes do not fully integrate the theory or pedagogy of empowerment as described by Freire. In most cases the goals of empowerment programmes, when stated, do not reflect the transformative or social action aspects of empowerment theory. Nevertheless there are sufficient examples of successful empowerment programmes with marginalised populations to warrant more rigorous application and evaluation of empowerment theory with this population in a variety of social settings. The relationship between the facilitator and participants and the development of critical consciousness are two vital aspects of empowerment theory that are unexplored and need further study.
Many empowerment programmes for vulnerable adolescents in resource‐poor countries have not been evaluated or have not been published. Lack of consistency in the use of terminology and evaluation also makes it difficult to compare studies.
This paper proposes a model of empowerment that could be effective in addressing the health needs of marginalised adolescents and is based on theory and field experiences.
Students from the new generation who enter a university belong to the so-called net generation and are digital natives (Selwyn, 2009). They are equipped with new…
Students from the new generation who enter a university belong to the so-called net generation and are digital natives (Selwyn, 2009). They are equipped with new technologies and expect that technology becomes a part of their education. The most concerning thing in our society is not about economic or social crisis but a spiritual emptiness and a feeling of hopelessness which are permeating the young learners of our society. There is a need for a rational value system that is based on humanistic values that need to be inculcated into the curriculum (Danica & Sazhko, 2013). With concepts like globalization and internationalization taking precedence, there is a need for advancement of knowledge, skills and competencies based on humanistic education (Blessinger, 2019). Humanistic education developed several decades ago as a reaction to unhealthy environments and exposure to detrimental conditions in education (Patterson, 1987). This book has authors from across the globe writing about theories concerning humanizing of pedagogy, exploring the impact of service-learning among undergraduates and emphasizing the development of responsibility to self and others, as well as the promotion of critical thinking, through pedagogically appropriate interventions. The intention of this book is to better understand the educational shift that is occurring in our society toward creating humanizing conditions though pedagogy.
Over the last years, the olive oil produced in the Mediterranean countries has obtained growing success in international markets. Olive oil has benefited from the growing…
Over the last years, the olive oil produced in the Mediterranean countries has obtained growing success in international markets. Olive oil has benefited from the growing appetite of European and World consumers for products that are part of the so-called Mediterranean diet. For centuries, the olive crops were vital for communities that have occupied the territories bordering the Mediterranean Sea. Despite this long historical drive, this chapter analyses changes that took place since the Second World War. It is recognized that in the decades that followed the end of the war the transformation of western agriculture and rural societies together with commercial and cultural transnational connections have accelerated. Even in peripheral areas, such as Portugal, different processes of globalization have developed, making it necessary to identify the mechanisms that have established the connections to distant territories. Focused on the Portuguese case, this chapter examines how olive oil has contributed to inserting this peripheral territory in the global trade network. A path analysis of this crop is used as a lens to observe how various factors (political, ecological, technical, commercial, social and institutional) have been combined to inhibit or stimulate the inclusion of these rural territories in the dynamics of globalization.