Pedagogy of the oppressed

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Bibliographic Information

Pedagogy of the oppressed

Paulo Freire ; translated by Myra Bergman Ramos ; with an introduction by Donaldo Macedo ; and an afterword by Ira Shor

Bloomsbury Academic, c2018

50th anniversary ed

  • : pbk
  • : HB

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Includes bibliographical references

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Description and Table of Contents

Description

First published in Portuguese in 1968, Pedagogy of the Oppressed was translated and published in English in 1970. Paulo Freire's work has helped to empower countless people throughout the world and has taken on special 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 ongoing. This 50th anniversary edition includes an updated introduction by Donaldo Macedo, a new afterword by Ira Shor and interviews with Marina Aparicio Barberan, Noam Chomsky, Ramon Flecha, Gustavo Fischman, Ronald David Glass, Valerie Kinloch, Peter Mayo, Peter McLaren and Margo Okazawa-Rey to inspire a new generation of educators, students, and general readers for years to come.

Table of Contents

  • Introduction to the 50th Anniversary Edition Donald Macedo 1. The justification for a pedagogy of the oppressed
  • the contradiction between the oppressors and the oppressed, and how it is overcome
  • oppression and the oppressors
  • oppression and the oppressed
  • liberation: not a gift, not a self-achievement, but a mutual process. 2. The "banking" concept of education as an instrument of oppression-its presuppositions-a critique
  • the problem-posing concept of education as an instrument for liberation-its presuppositions
  • the "banking" concept and the teacher-student contradiction
  • the problem-posting concept and the supersedence of the teacher-student contradiction
  • education: a mutual process, world-mediated
  • people as uncompleted beings, conscious of their incompletion, and their attempt to be more fully human. 3. Dialogics-the essence of education as the practice of freedom
  • dialogics and dialogue
  • dialogue and the search for program content
  • the human-world relationship, "generative themes," and the program content of education as the practice of freedom
  • the investigation of "generative themes" and its methodology
  • the awakening of critical consciousness through investigation of "generative themes"
  • the various stages of the investigation. 4. Antidialogics and dialogics as matrices of opposing theories of cultural action: the former as an instrument of oppression and the latter as an instrument of liberation
  • the theory of antidialogical action and its characteristics: conquest, divide and rule, manipulation, and cultural invasion
  • the theory of dialogical action and its characteristics: cooperation, unity, organization, and cultural synthesis. Afterword Ira Shor Interviews with Contemporary Scholars Marina Aparicio Barberan, Noam Chomsky, Ramon Flecha, Gustavo Fischman, Ronald David Glass, Valerie Kinloch, Peter Mayo, Peter McLaren and Margo Okazawa-Rey Foreword to the Original English Edition (1970), Richard Shaull Index

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