(Re)Discovering "Pedagogy of the Oppressed"

Autor/in	Stonebanks, Christopher Darius
Titel	(Re)Discovering "Pedagogy of the Oppressed"
Quelle	In: LEARNing Landscapes, 14 (2021) 1, S.379-391 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-5688
Schlagwörter	Teaching Methods; Disadvantaged; Power Structure; Critical Theory; Educational Philosophy; Educational Theories; American Indians; Foreign Countries; American Indian Education; Teacher Attitudes; Teaching Experience; Attitude Change; Social Change; History; Malawi; Canada + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Kritische Theorie; Bildungsphilosophie; Erziehungsphilosophie; Educational theory; Theory of education; Bildungstheorie; American Indian; Indianer; Ausland; Lehrerverhalten; Attitudinal change; Einstellungsänderung; Sozialer Wandel; Geschichte; Geschichtsdarstellung; Kanada
Abstract	This article chronicles a crisis of alignment regarding Critical Pedagogy due to the top-down power structures of White authority that is pervasive in the theory's North American academic environment. Contesting the often touted "radical" or "revolutionary" nature of Critical Pedagogy in higher education spaces, the author questions his relationship with Paulo Freire's work, "Pedagogy of the Oppressed," ultimately abandoning the content of writing over the way the theory/philosophy is lived in academia. Through the lived experience of engaging with community in the James Bay Cree territories and Malawi, the question is asked as to who owns Freire's rebellious call to action. (As Provided).
Anmerkungen	LEARN (Leading English Education and Resource Network). 2030 Dagenais Blvd West, 2nd Floor, Laval Quebec H7L 5W2 Canada. Web site: https://learninglandscapes.ca/index.php/learnland
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01