A pedagogy for liberation: dialogues on transforming by Paulo Freire, Ira Shor

By Paulo Freire, Ira Shor

… some of the most very important books for American academics. . . . in case you train, learn it on one of many days if you are looking to give up. You'll both hold instructing or give up with a clearer head. Democratic Schools

Highly steered. . . . Written in a slightly fascinating manner--primarily as a conversation--this e-book serves properly as an off-the-cuff but rigorous remedy of severe pedagogy. there's a passable mixture of theoretical research and functional own anecdote. . . . The textual content is easily researched. selection

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Extra info for A pedagogy for liberation: dialogues on transforming education

Sample text

How to have in your speech the instrument to unveil reality, to make it no longer opaque? If you can do that in one hour for students! Afterwards the class takes your very speech as an object to be thought about. Do you see? You take your speech as a kind of oral codification of a problem, now to be decodified by the students and you. This is tremendously critical. I hear many questions from teachers about the lecture format Ira versus the dialogue format, so it's a good time to speak about the lecture as a verbal codification of reality, rather than as an oral transfer-of-knowledge from the teacher to the students, a problem-posing illumination which criticizes itself and challenges students' thinking rather than a delivery system of pre-packaged information passed out verbally in the classroom.

But school is not fully under their control. Education is not effectively reproducing the dominant ideology. It breeds student resistanc~verything from political movements to vandalism. Teachers witness a lot of disorder in the classroom. On the other hand, school is not exactly out of control either. It is an area of political contention dominated by the authorities, where opposition ideas and democratic culture can be organized by those who want to transform society, and where student alienation prevents the curriculum from working.

How many times some of them called my attention to their concrete exploitation as workers. The people can teach us many things, but the way the dominated teach is different from the way the dominant teach. The workers teach silently by their example, their situation. They are not acting as teachers to us. Because of that, we as their teachers must also be absolutely open to being their students, to learning by experience with them, in a relationship that is by itself informally educational. Ira That's how I learned a lot, informally, by listening and by studying with students who didn't know they were my teachers.

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