A Pedagogy for Liberation: Dialogues on Transforming Education
Two world renowned educators, Paulo Freire and Ira Shor, speak passionately about the role of education in various cultural and political arenas. They demonstrate the effectiveness of dialogue in action as a practical means by which teachers and students can become active participants in the learning process. In a lively exchange, the authors illuminate the problems of the educational system in relation to those of the larger society and argue for the pressing need to transform the classroom in both Third and First World contexts. Shor and Freire illustrate the possibilities of transformation by describing their own experiences in liberating the classroom from its traditional constraints. They demonstrate how vital the teacher's role is in empowering students to think critically about themselves and their relation, not only to the classroom, but to society. For those readers seeking a liberatory approach to education, these dialogues will be a revelation and a unique summary. For all those convinced of the need for transformation, this book shows the way.
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Starting With Reality to Overcome It
Empowerment Is A Social Act
Class and Empowerment
The Teacher as Artist
Do FirstWorld Students Need Liberating?
A Culture of Sabotage
The Limits of Education
Beyond the Limits of Education
Teachers Learn With and From Students
Liberating Methods Reveal Dominant Ideology
Education in Movements and Communities
Lecture versus Discussion Formats
TeacherTalk versus Dialogue Domination versus Illumination
Dialogue and Subject Matter
What Are The Fears And Risks Of Transformation?
Limits and Lessons
Acting In Spite of Fear
The Fear of Student Resistance
Is There Structure and Rigor in Liberating Education?
Democratic and Directed
Understanding versus Memorizing
Freedom and Limits in a Liberating Classroom
What Is The Dialogical Method?
Dialogue and Situated Pedagogy
Schoolwords versus Reality
How Can Liberating Educators Overcome Language Differences With The Students?
Abstract versus Concrete Speech
Transforming the Academic Idiom
The Teachers Directive Responsibility
The Inductive Moment in Critical Discourse
Humor in Dialogue
Facing Racism and Sexism in a Dialogic Class
The Dream Of Social Transformation How Do We Begin?
The Right To Challenge Inequality and Domination
Invitation Not Manipulation
A Practical Agenda For Day One
Making the Future Possible
Resources for Transformation
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Side 46 - When a teacher discovers that he or she is a politician, too, the teacher has to ask, What kind of politics am I doing in the classroom?
Side 119 - ... everyone' is a philosopher and that it is not a question of introducing from scratch a scientific form of thought into everyone's individual life, but of renovating and making 'critical' an already existing activity.
Side 100 - Dialogue is the sealing together of the teacher and the students in the joint act of knowing and re-knowing the object of study.
Side 95 - See Joel Spring, Education and the Rise of the Corporate State (Boston: Beacon Press, 1972...
Side 98 - On the contrary, dialogue must be understood as something taking part in the very historical nature of human beings. It is part of our historical progress in becoming human beings. That is, dialogue is a kind of necessary posture to the extent that humans have become more and more critically communicative beings. Dialogue is a moment where humans meet to reflect on their reality as they make and remake it. Something else: To the extent that we are communicative beings who communicate to each other...
Side 51 - Henry Giroux, Theory and Resistance in Education: A Pedagogy for the Opposition, Critical Perspectives in Social Theory Series (South Hadley, MA: Bergin and Garvey, 1983), p. 62. 96. Thomas A. Dutton and Paul Walker Clarke, "Towards a Critical Theory of Architecture...
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