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Pedagogy of the Oppressed

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KEY CONCEPTS:

* Important exploration of dialogue and the possibilities for liberatory practice.

* Freire provides a rationale for a pedagogy of the oppressed;

* introduces the highly influential notion of banking education;

* highlights the the contrasts between education forms that treat people as objects rather than subjects;

* explores education as cultural action.

In the early 1970's, Brazilian educator, Paulo Freire, visited Harvard and published an English translation of his best known work, Pedagogy of the Oppressed. His general critique of education presented an analysis which challenged the neutrality of the technological model dominant in American schools. He argued that any curriculum which ignores racism, sexism, the exploitation of workers, and other forms of oppression at the same time supports the status quo. It inhibits the expansion of consciousness and blocks creative and liberating social action for change.

In Freire's view of education, learning to take control and achieving power are not individual objectives, as in a "boot strap" theory of empowerment. For poor and dispossessed people, strength is in numbers and social change is accomplished in unity. Power is shared, not the power of a few who improve themselves at the expense of others, but the power of the many who find strength and purpose in a common vision. Liberation achieved by individuals at the expense of others is an act of oppression. Personal freedom and the development of individuals can only occur in mutuality with others. In the experience of women's groups, civil rights workers, and many others committed to liberatory action, collective power and collegiality protect the individual far more than authoritarian and hierarchial modes of organization.

While Freire's theoretical framework gave many community-based educators grounds for hope, it was his pedagogy--the practical, how-to-do-it methods--which gave them sought-after tools for the reconstruction of urban adult education. Freire advocated dialogue and critical thought as a substitute for "banking" education in which the riches of knowledge were deposited in the empty vault of a learner's mind. He suggested several pedagogical techniques based on the mass literacy campaigns he organized in Brazil and Chile--campaigns integral to broadly defined programs of revolution and social change. It was these techniques which many literacy and basic education programs immediately incorporated into their practice: reflection on the political content of learner's day-to-day experience, the organization of "culture circles" which promote dialogue and peer interaction, and the use of "people's knowledge" as the basis for curriculum.

What does knowledge contained within the "banking" form of education have to do with the reality of the oppressed? Freire's discussion of this concept brought to mind a passage in Robert Kaplan's book The Ends of The Earth in which he discusses a school in India where people were taught things pertinent to their lives, such as sustainable agriculture and literacy; things that help them shape their own reality and find their places within that reality (Freire, 75.) What is reality and who determines it? Freire argues that reality is an always changing, transitory process with dialogue and critical thinking at its heart. Reality is not motionless, static, compartmentalized or predictable. Teachers make it seem as though it is. In light of this, what is the appropriate education for the oppressed or for anyone?

Freire states that education is a subversive force. In particular education is both subversive and real when it is liberating. "Education as the exercise of domination stimulates the credulity of students, with the ideological intent (often not perceived by educators) of indocrinating them to adapt to the world of oppression" (59.)Whereas, "Liberating education consists in acts of cognition, not transferrals of information" (60.) Most tellingly, "Problem posing education does not and cannot serve the interests of the oppressor. No oppressive order could permit the oppressed to begin to question: Why?" (67.) Indeed, problem posing education is a form of education which provides a method of finding meaningful problems and solutions for those receiving the education; not a way to oppress those attempting to gain education. The oppressors basically do not wish for the oppressed to think for themselves; similar to how advertisers attempt to plant ideas in the consumer's subconscious mind and give him/her notions about providing for the ease of things being done for them, pre-made. The oppressors do not want the oppressed to have the education that is based on experiential learning. A pre-made education is one which will keep the oppressed oppressed and without freedom. True education is a practice of freedom (77) and requires that the oppressed apprehend and intervene in reality (90.)

Conscientizacao is a central concept to Freire's conclusions. Ther term is described as "learning to perceive social, political, and economic contradictions, and to take action against the oppressive elements of reality" (17.) Freire states that some perceive conscientizacao as a danger. Conscientizacao involves knowing and naming the reality around you and interpreting that reality with critical analysis. In a sense it is a state of becoming fully conscious.

"Unity and organization can enable them to change their weakness into a transforming force with which they can re-create the world and make it more human." This book is an excellent work providing prescriptive evidence about how the oppressed might go about creating their own reality to overcome oppression, seizing education, true education, as a path to freedom.

The most widely known educator in the world died on May 2, 1997. Paulo Freire leaves a legacy of dogged struggle for democracy, equality, and the social consciousness required to envision and retain a more just world. In his most widely read book, Pedagogy of the Oppressed, Freire detailed the role of education as a political force---for either liberation or domination. He argued that the process of liberatory education, reflecting the specific intersections of an educator, a student, and a community, must be a process of unveiling, questioning the central issues of life: work, culture and the construction of knowledge. He opposed his pedagogy to "banking " practices, rote memorization of the teacher's facts, which he insisted only reproduce injustice by aculturing the student to passivity. A critical education, in contrast, assists the students in methods to unravel her world--and the words which hide or expose its realities, While Freire was never able to resolve the shipwreck contradiciton of socialism, critical consciousness versus national economic development, his insistence on the need for new styles of education and leadership, coupled with his own lifetime of activism, leave an indominatable testimony of hope. Most educators want to change the world. Freire did

As Freire makes it clear, the "Oppressed", as far as learning and growth are concerned, are not only the disenfranchised but the elite as well. Anyone who hears and responds to the call of service in the extrication of human consciousness from the oblivion of fear, ignorance and greed to the realization of freedom, self-realization, ordinary imperfect reality (and a few other pleasant experiences, chockful of collective joy and progress) will be very happy to have this book. As a (current) teacher of incarcerated adolescents and adults on Rikers Island, New York City - I know that Paulo Freire speaks the truth - and that his so-called abstract theories (by self-involved, rationalizing, "thinking and writing for that next grant" pandering intellectuals) are rooted in the concrete realities of the human condition. Thus, they are catalysts for concrete results in discovery, surprise, laughter and joyful learning (for both student/teachers and teacher/students) in my jailhouse classroom.

There continues to be a correlation between Brasilian peasants in the 1960s and Americans at the cusp of the 21st century, regardless of what the conservative nay-sayers may crow. I feel that many who are in authority, especially in the highest echelons of state education choose to ignore the cries of those who are suffering under the crush of economic and social oppression in favor of sweetheart business dealings. Freire is not an easy read; he scares 95 percent of undergraduates and requires a lot of thought and reflection to just get an understanding. Once tuned into his ideology (not that a good dictionary is not necessary), his heart and soul comes through in every word. Freire is gone, but there will stil be men and women who humbly follow in his footsteps, even if they cannot completely follow his precepts.

My initial thoughts upon reading the first chapter of the book were mixed. The author took a whole chapter to explain what could have been said in a few words in order to explain the message the book was trying to model. Fortunately, I kept reading and wound up really enjoying this book and recommending it to others.

Where the book starts to become interesting is in the second chapter. The revolutionary feel of this book comes on strong and this thread continues throughout. This book is not for those who are in fear of words near and dear to behavioral sciences or psychology. A lot of "adult" language is used and I recommend having a good dictionary near by.

Pedagogy of the Oppressed looks at two audiences, the oppressor and the oppressed learner. Oppressors try and oppress their students or subjects for selfish gain. Through the process of oppression the "oppressed" become brainwashed into thinking that they cannot improve their socio-economic positions.

This book is a must for anyone who goes into the teaching or education of adults and will challenge the traditional model of teaching. This will make you think about your own paradigms as well as your own learning as an adult.

"Pedagogy of the Oppressed" is an excellent book. The language is a bit challenging if you are not familiar with psychological terms and adult education yet with a bit of patience and a dictionary, it can be understood.

This book, which has sold over 500,000 copies, is brilliant, incisive and absolutely essential reading for any person who is trying to bring about change, trying to wake people up, trying to bring justice to their part of the world. The ideas are so important, I have to pinch myself to realize I hadn't read this book years ago.

Don't wait. Stop what you are reading and get this book. You won't regret it.
I publish a site for progressive activists that technorati ranks as one of the top 100 overall among almost 2 million blogs. Google liberal news and my name and it'll come out on top. I'd say this book is way up there near the top of the reading list of what activists should read. It may seem like it is just for oppressive authoritarian regimes, but it applies to so many aspects of injustice in the US. You'll be amazed.

This is perhaps one of the best books every written. The author was exhiled for 23 years for writing this book. If our government actually believed that the masses would not only read this but understand this work, it probably wouldn't be available. I would rate this work up there with the great religious doctrines. It is not only spiritual but very enlightening. I am a teacher and very passioante about my profession. The traditional teacher is absurd and should NOT be a transmitter of knowledge. Rather one should be a facilitator, with a student centered curriculum, and a love for humanity. If you are a teacher i would highly recommend To KNow as We are Known: Education as a Spiritual Journey by Parker Palmer. If you doubt that we live in a totalitarian government I would check out Noam Chompsky, the comedian Bill Hicks, and start your personal spiritual journey already. (my tone here is one of all smiles, sorry if it comes of rash :) peace)

It helpes the reader understand and interpret the society that she/he lives in and social inequalities between the high-status and the oppressed. I really agree that when you communicate and talk with people you can find and learn lots of things from them.Ireally appreciate this book and thanks to freire for this practiceable book.

When two people meet who have read _Pedagogy of the Oppressed_, they invariably talk about how they became a different person after they finished it. Something in Freire's words transforms you, makes it an ethical imperative for you to work against oppression. Although this fight against oppression is never easy, it is a journey that makes your life, and the lives of many others, meaningful in a way that it had not been before. I give this book as a gift to anyone I love; it is the best gift that I could possibly give