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Article
Publication date: 1 September 2001

Mark Graceffo

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…

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Abstract

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.

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Collection Building, vol. 20 no. 3
Type: Research Article
ISSN: 0160-4953

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Book part
Publication date: 19 April 2018

Azril Bacal Roij

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…

Abstract

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.

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Active Learning Strategies in Higher Education
Type: Book
ISBN: 978-1-78714-488-0

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Book part
Publication date: 28 August 2020

Carol Thompson and Michael Kleine

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…

Abstract

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.

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Improving Classroom Engagement and International Development Programs: International Perspectives on Humanizing Higher Education
Type: Book
ISBN: 978-1-83909-473-6

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Grassroots Leadership and the Arts for Social Change
Type: Book
ISBN: 978-1-78635-687-1

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Book part
Publication date: 5 October 2015

Ty-Ron M. O. Douglas and Christine W. Nganga

Colleges of education must do more than expose prospective educators to “best” practices for teaching and leading linguistically, culturally, and ethnically diverse…

Abstract

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.

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Living the Work: Promoting Social Justice and Equity Work in Schools around the World
Type: Book
ISBN: 978-1-78441-127-5

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Book part
Publication date: 16 December 2016

David A. Turner

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…

Abstract

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.

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Annual Review of Comparative and International Education 2016
Type: Book
ISBN: 978-1-78635-528-7

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Article
Publication date: 29 June 2018

Yonaira M. Rivera

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…

Abstract

Purpose

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.

Design/methodology/approach

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.

Findings

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.

Practical implications

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.

Social implications

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.

Originality/value

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.

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International Journal of Human Rights in Healthcare, vol. 11 no. 5
Type: Research Article
ISSN: 2056-4902

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Article
Publication date: 25 August 2021

Hugo A. Macias, Ruth Alejandra Patiño-Jacinto and Maria-Fanny Castro

This paper aims to contribute to the emerging literature on accounting education in the COVID-19 context. It proposes expanding the literature in its methodological…

Abstract

Purpose

This paper aims to contribute to the emerging literature on accounting education in the COVID-19 context. It proposes expanding the literature in its methodological, geographical and conceptual components.

Design/methodology/approach

This paper is a qualitative study that used a survey as the method. A total of 122 instructors answered the survey from 22 accounting programmes offered in 11 Colombian cities. The dialogic education model of Paulo Freire is the framework for analysis.

Findings

The accounting instructors’ response was to move from face-to-face classrooms to online classrooms, using widely known platforms. The instructors quickly learned to use tools that enabled new dialogue mechanisms with the students. The result was, paradoxically, closer communication at a distance.

Research limitations/implications

The COVID-19 lockdown accelerated the changes in teaching, learning, contextualisation, use of “new” technologies and, above all, practising Freirian dialogue. There is a need to research longer periods and use more data collection and analysis tools.

Practical implications

Evidence of how to teach accounting en masse from online classrooms in a developing country could accelerate the expansion of virtual accounting programmes.

Social implications

The new context allows increasing the number of students because it does not require travel to large cities.

Originality/value

This paper makes three contributions to the literature on accounting education in the COVID-19 context as follows: it describes the phenomenon in Colombia, a context little studied in the international accounting literature; transcends autoethnographic studies, as it is based on a qualitative survey of national scope and analyses the phenomenon based on Paulo Freire’s complete model, which includes context, educational process design and action process.

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Pacific Accounting Review, vol. 33 no. 5
Type: Research Article
ISSN: 0114-0582

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Book part
Publication date: 8 July 2021

John P. Portelli and Soudeh Oladi

The post-truth moment comes at a time of deference for epistemic authority, which has serious implications for democracy. If democracy implies an epistemology, attempting…

Abstract

The post-truth moment comes at a time of deference for epistemic authority, which has serious implications for democracy. If democracy implies an epistemology, attempting to live a democratic way of life implies a theory about the nature of knowledge among other theoretical aspects (e.g. political and ethical). At the time of ‘fluid modernity’, the post-truth politics of renouncing truth damages the foundations of democracy, for how could we proceed with a democratic way of life without truth as a common denominator for deliberation? While a defining feature of the post-truth era is its intrinsic relativism, Gellner (2013) warns this could lead to ‘cognitive nihilism’. Thus, it is imperative to (i) find our way back to reasonableness (based on both reason and emotions) based on a Freirean dialogic middle ground, instead of renouncing truth (that is any notion of truth), and (ii) critically discuss possibilities for various approaches to truth-seeking. While it is important to question the foundation and reasonableness of truth, two crucial issues arise: which theory of knowledge and whose theory of knowledge should be accepted as the epistemological basis of truth? Moreover, this chapter will argue that a more plausible notion of truth is neither one that is based on intrinsic objectivity nor intrinsic relativism, but one that is based on the relationship between objectivity and subjectivity; that is a relational (nor relative) and dialectic understanding of truth which does not rule out the existence of facts but questions the political constructs of facts. The final section of the chapter focuses on the application of the understanding of truth as a relational dialogical epistemology. While arguing for a dialogical theory of truth, the chapter also problematizes the predominant view of evidence-based research and policy and offers an in-depth discussion of how our understanding of the relational dialogical notion of truth can be utilized in the analysis of cases involving pro-active discrimination and affirmative action.

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Media, Technology and Education in a Post-Truth Society
Type: Book
ISBN: 978-1-80043-907-8

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Article
Publication date: 28 August 2009

Nicole Mohajer and Jaya Earnest

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…

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Abstract

Purpose

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.

Design/methodology/approach

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.

Findings

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.

Research limitations/implications

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.

Originality/value

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.

Details

Health Education, vol. 109 no. 5
Type: Research Article
ISSN: 0965-4283

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