By Paulo Freire, Ira Shor
… the most very important books for American academics. . . . if you happen to train, learn it on one of many days if you happen to are looking to hand over. You'll both retain educating or give up with a clearer head. Democratic Schools
Highly suggested. . . . Written in a slightly fascinating manner--primarily as a conversation--this ebook serves well as a casual but rigorous therapy of serious pedagogy. there's a passable mixture of theoretical research and sensible own anecdote. . . . The textual content is easily researched. selection
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Additional resources for A pedagogy for liberation: dialogues on transforming education
If education is not the lever of transformation, how can we understand liberating education? When you arrive at this doubt, you must have a different moment in your reflection. Libera tory education is fundamentally a situation where the teacher and the students both have to be learners, both have to be cognitive subjects, in spite of being different. This for me is the first test of liberating education, for teachers and students both to be critical agents in the act of knowing. Another point is that education is a moment in which you seek to convince yourself of something and you try to convince others of something.
Ira Do you think that the professional training and work demands of teachers will most likely lead them to choose the classroom first and social movements second? Does this need correction, given the importance of movements in transforming society? Are you interested now in bringing to teachers' attention the value of outside movements and community education? The training of teachers is like official training in any profession, your expertise does not include taking part in opposition politics.
Besides, to call them unhappy would be a gross oversimplification. They were happy and unhappy, optimistic and cynical, angry and resigned 24 A Pedagogy for Liberation They were many things all at once. I created conditions in class where people could speak the themes of their lives. Those who responded to this invitation revealed the problem-areas of most interest to them. I questioned them about their statements, posed critical problems, and tried to educate myself into what such utterances meant, as windows into mass consciousness and as roads outward to transformation.