Annunciation and Denunciation in Paulo Freire's Dialogical Popular Education

Autor/in	West, Linden
Titel	Annunciation and Denunciation in Paulo Freire's Dialogical Popular Education
Quelle	In: Australian Journal of Adult Learning, 61 (2021) 3, S.421-441 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1443-1394
Schlagwörter	Popular Education; Educational Philosophy; Religious Factors; Prosocial Behavior; Interpersonal Relationship; Spiritual Development; Catholics; Churches; Social Responsibility; Teaching Methods; Disadvantaged; Power Structure; Jews; Arabs; Teacher Attitudes; Personal Narratives; Teacher Education; Citizenship; Values Education; Social Systems; Foreign Countries; Nontraditional Students; Access to Education; Higher Education; Workshops; Europe; United Kingdom; Palestine; Israel + Suchen Sie Ihr Suchwort? Befreiungspädagogik; Bildungsphilosophie; Erziehungsphilosophie; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Katholik; Church; Kirche; Soziale Verantwortung; Teaching method; Lehrmethode; Unterrichtsmethode; Jew; Jude; Jüdin; Juden; Arab; Araber; Lehrerverhalten; Erlebniserzählung; Lehrerausbildung; Lehrerbildung; Staatsbürgerschaft; Werterziehung; Social system; Soziales System; Ausland; Education; Access; Bildung; Zugang; Bildungszugang; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lernwerkstatt; Schulung; Europa; Großbritannien; Palästina
Abstract	I consider in this paper the question of balance in popular education between what we can call annunciation and denunciation, inspired by the work of Paulo Freire. By annunciation, I mean the role of love, affirmation, encouragement and profound encounters with otherness; by denunciation, I have in mind the spirit of critique and challenge to the established order of things. In the process, I question the marginalisation of liberation theology in Paulo Freire's work among some radical educators. There has, I suggest, been a sundering of spirituality, and especially religious insight, from rational enquiry in the academic mainstream, which has influenced readings of Freire. Modernity has privileged intellectualism and critical rationality as the only valid way of knowing; matters of faith and varieties of religious experience have correspondingly been privatised. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01