Freire, Literacy and Emancipatory Gender Learning

Autor/in	Stromquist, Nelly P.
Titel	Freire, Literacy and Emancipatory Gender Learning
Quelle	In: International Review of Education, 60 (2014) 4, S.545-558 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-8566
DOI	10.1007/s11159-014-9424-2
Schlagwörter	Adult Literacy; Consciousness Raising; Adult Education; Empowerment; Gender Issues; Critical Theory; Educational Theories; Dialogs (Language) + Suchen Sie Ihr Suchwort? Bewusstseinsbildung; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Geschlechterfrage; Kritische Theorie; Educational theory; Theory of education; Bildungstheorie; Dialog; Dialogs; Dialogue; Dialogues
Abstract	The contributions to education of one of the great Latin American thinkers, Paulo Freire, have been enormous. His voice and wisdom have inspired educators globally. Three particular contributions--to emancipation, to literacy, and to dialogue--are explored in this article through a critical lens. From a gender perspective, Freire's path to consciousness-raising is crucial for emancipation but so also is empowerment, a notion contributed by the women's movement. Adult literacy, Freire's vehicle to raise consciousness, has been challenged by a recognition of the complexity underlying its acquisition, a factor we still have to incorporate in training and teaching programmes. Dialogical approaches in adult education, essential as they are to the attainment of deeper understanding of social phenomena and the possibility of consensual social action, build on a long trajectory of efforts to use public space for collective advancement. Situating Freire against a denser historical background enables the recognition of his merits and at the same time rescues the confluence of similar perceptions as well as different ideas in the construction of our contemporary world. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10