Pedagogy of the oppressed
Author(s)
Bibliographic Information
Pedagogy of the oppressed
Bloomsbury Academic, c2018
50th anniversary ed
- : pbk
- : HB
Related Bibliography 1 items
Available at 16 libraries
  Aomori
  Iwate
  Miyagi
  Akita
  Yamagata
  Fukushima
  Ibaraki
  Tochigi
  Gunma
  Saitama
  Chiba
  Tokyo
  Kanagawa
  Niigata
  Toyama
  Ishikawa
  Fukui
  Yamanashi
  Nagano
  Gifu
  Shizuoka
  Aichi
  Mie
  Shiga
  Kyoto
  Osaka
  Hyogo
  Nara
  Wakayama
  Tottori
  Shimane
  Okayama
  Hiroshima
  Yamaguchi
  Tokushima
  Kagawa
  Ehime
  Kochi
  Fukuoka
  Saga
  Nagasaki
  Kumamoto
  Oita
  Miyazaki
  Kagoshima
  Okinawa
  Korea
  China
  Thailand
  United Kingdom
  Germany
  Switzerland
  France
  Belgium
  Netherlands
  Sweden
  Norway
  United States of America
Note
Includes bibliographical references
Also published electronically
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
by "Nielsen BookData"