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Pedagogy of the Oppressed 20th Anniversary Edition

4.3 out of 5 stars 36 customer reviews
ISBN-13: 978-0826406118
ISBN-10: 0826406114
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Language Notes

Text: English (translation)
Original Language: Portugese

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Product Details

  • Paperback: 164 pages
  • Publisher: Continuum Publishing Company; 20th Anniversary edition (January 1993)
  • Language: English
  • ISBN-10: 0826406114
  • ISBN-13: 978-0826406118
  • Product Dimensions: 0.5 x 6 x 9 inches
  • Shipping Weight: 9.6 ounces
  • Average Customer Review: 4.3 out of 5 stars  See all reviews (36 customer reviews)
  • Amazon Best Sellers Rank: #72,607 in Books (See Top 100 in Books)

Customer Reviews

Top Customer Reviews

By Sean Leckey on August 4, 2000
Format: Paperback
* 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.
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Format: Paperback
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.
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By A Customer on August 4, 1997
Format: Paperback Verified Purchase
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
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As it says in the title, this book is necessary information, and it's important to understand what the author is trying to say. There are two classes of people: oppressors and liberators. The book discusses the difference between them and the importance of guarding against becoming an oppressor. There is a lot of wisdom here, but the down side of the book is that it seems to re-explain, over and over, the basic concepts in the pedagogy of the oppressed. Kind of like the instructions for using the Holy Hand Grenade in the movie, "Monty Python and the Holy Grail". Still, if you haven't thought about these issues, or you have and don't have a clear context for your thoughts on this matter, this book is valuable.
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