The Ideologies Put Forth By Paulo Freire - 1215 Words

The ideologies put forth by Paulo Freire including liberation education, pedagogy of the oppressed, inequality and pedagogy of possibility gives educators hope. These are the educators who are dedicated to bring about positive change in education and by extension society. Freire’s contribution to education through his research and theories resonates with Trinbagonian educators as it encompasses issues of slavery, colonialism, post colonialism social mobility and democracy. Furthermore, Freire’s ontology is grounded in comprehensive philosophical underpinnings including that of John Dewey and Jean Piaget. Their contributions have shaped education internationally as well as locally. Thus, the authors’ critique of Freire’s work in an attempt to restructure his theories is a worthwhile analysis and allows for self-reflection, critical thinking and the assurance of hope, in that, if education does nothing else, it must inspire hope in reference to the scho ol of pragmatism. Such an educational philosophy in the words to Giroux (2007), points to a future in which democratic practices create the conditions for each generation of youth to struggle anew to sustain the promise of a democracy that has no end point, but that must be continuously expanded into a world of new possibilities and opportunities for keeping justice and hope alive. (p.201) Education as a Practice of Freedom: Freire’s Argument Emerging from Freire’s work in Brazil in the late 1950’s and early 1960’sShow MoreRelatedThe Problem Posing By Paulo Freire889 Words   |  4 Pagesclass, that, by definition, would be closer to the problem-posing classroom that Paulo Freire describes in his piece The ‘Banking’ Concept of Education. In his works, Paulo Freire asserts that the â€Å"problem-posing education makes them [the students] critical thinkers† (Freire 221). As Freire describes, a class that implements the problem-posing policy is one in which students are to become critical thinkers. Freire would have been ecstatic that other educators carried out his ideas in their ownRead MoreThe Mosaic Of Diverse Cultures And Ethnic Backgrounds1688 Words   |  7 Pagesexistence of anti-racist education (Miner, 2014). The current curriculum in schools is predominantly Eurocentric. This is prevalent because â€Å"for the oppressors, what is worthwhile is to have more†¦even at the cost of the oppressed having less† (Paulo Freire, p. 58, 1970/2014). In this case society is predisposed toward white culture; in supporting this as our main source of knowledge we oppress those in our country who belong to different cultures and take away their voices. Because instruction onRead MoreTransformative Learning Theory— an Overview5690 Words   |  23 Pagesunderstand the implications and insights gained from discussing the various unresolved issues about transformative learning theory. This overview is followed by two alternative perspectives of transformative learning: Boyd’(transformative education) and Freire’(social transfors s mation) that contribute to our understanding of transformative pedagogy. Mezirow: A Rational Transformation Transformative learning offers a theory of learning that is uniquely adult, abstract, idealized, and grounded in theRead MoreHistorian as curandera Essay4547 Words   |  19 Pagescurandera Abstract History is story we tell ourselves as Khalil Gibran Muhamad defined it , or Story we tell ourselves about how past explains our present and the way story is told is shaped by contemporary needs as Aurora Levnis Morales nicely put it. Likewise it could be stated that we become stories we tell ourselves. Thus, history has role in construction of our identity. Given the importance of the story for us, could it be different story then the one we are told in mainstream media and