By Ira; Freire, Paulo Shor
Read or Download A Pedagogy for Liberation: Dialogues on Transforming Education PDF
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Extra resources for A Pedagogy for Liberation: Dialogues on Transforming Education
For me, the best thing possible is to work in both places simultaneously, in the school and in the social movements outside the classroom. But, one thing you must avoid is to be ineffective in both places, to do both poorly because you try to do too much. Ira Do you think that the professional training and work demands of teachers will most likely lead them to choose the classroom first and social movements second? Does this need correction, given the importance of movements in transforming society?
My language was not the 'ideal' or the goal of student development because I had left graduate school unable to communicate with worker-students. So you can see the project for liberatory discourse, inventing democratic communications, what I think of as verbal exchanges which contradict hierarchy, transforming the power separation between teacher and students. There is an idiom of reconciliation I searched for which represented the changes in our socialized speech. The problem I set for myself was finding a desocializing discourse for the classroom.
To learn that concrete feeling, there is nobody better than workers as teachers. They are experiencing the things we need to study. Changing Through Experience: Teachers Learn With and From Students Ira Learning from reality is important, but more than just 'going to reality,' you accepted worker-students as your teachers. That adds political depth to 'experiential' learning, which is a common idea in progressive education. The teacher learns from the students and the academic professor is informally educated by workers.
A Pedagogy for Liberation: Dialogues on Transforming Education by Ira; Freire, Paulo Shor