![]() ![]() Propoganda, management, manipulation – all arms of domination – cannot be the instruments of their rehumanization.Ī humanizing pedagogy is one in which the teacher and the student (revolutionary leadershers and the oppressed) are both Subjects who are co-intent on collective reflection of reality as well as collective action in order to create new knowledge (69). The struggle begins with men’s recognition that they have been destroyed. On page 68, Freire explains why a humanizing pedagogy is required: This praxis can be summarized as “reflection and action upon the world in order to transform it” (51). Freire asserts that it is the oppressed that have the power to liberate themselves and their oppressors from an unjust social order through praxis (44, 51). Freire is clear that both those who exploit and those who are exploited are dehumanized in the process. In chapter one, Paulo Freire establishes the need for a pedogogy of the oppressed that differs from tradition pedagogies formed and implemented by those in power which serves as a tool of dehumanization and oppression. ![]() ![]() This work blends theory and methods to emphasize the necessity for alternative pedagogies for and by groups of people that are oppressed by larger power systems.įriere’s main recommendation is that his pedagogy not be merely imitated and adopted as is, but that his practices be embraced and rewritten, recreated, and re-situated in different contexts. Purpose/Objective/Research Questions/Focus of Study: ![]()
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