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Pedagogy of the Oppressed
| Paulo Freire ISBN 0 14 025403 X First published 1970, revised 1996 (3rd impression) (publisher's price £7.99) More
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The thought and work of Paulo Freire has had a fundamental impact in the field of education and on the overall struggle for national development in the South.
In this landmark account, first published over 20 years ago, Paulo Freire argues that the ignorance and lethargy of the poor are the direct result of the whole situation of economic, social and political domination. By being kept in a situation in which it is practically impossible to achieve a critical awareness and response, the disadvantaged are being kept ‘submerged’. In some countries the oppressors use the system of education to maintain this culture of silence, while in others the advance of technology has condemned many people, particularly the less well off, to a rigid conformity. Through the right kind of education, avoiding authoritarian teacher-pupil models and based on the actual experiences of the students and on continual shared investigation, every human being, no matter how impoverished or illiterate, can develop a new awareness of self which will free them to be more than passive objects responding to uncontrollable change. As Freire presents it, each individual wins back the right to his or her own word, to name the world.
This new edition has been modified to reflect the connection between liberation and inclusive language. Inspirational and ground-baking, this revolutionary work continues to stimulate and shape the thought of educationalists all over the world.
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Reviews
‘…a mine of creative concepts and key issues….tracts for our times.’
(Ian Lister, Adults Learning)
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Contents
| Foreword | by Publisher |
| Foreword | by Richard Shaull |
| Preface | |
| Chapter 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 opressed; liberation: not a gift, not a self-achievement, but a mutual process. |
| Chapter 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-posing 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. |
| Chapter 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 the investigation of "generative themes"; the various stages of the investigation. |
| Chapter 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, organisation and cultural synthesis. |
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