Discussion of Paulo Freire's criticisms of traditional education

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2.  Does not align with democratic principles – criticism and dissent should be encouraged
 A monologue -based (Ayoub Mahmoudi, Khoshnood, & Babaei, 2014) or banking (Cammarota, 2012 ) model
leads to a passive population.
 Silent culture (Ayoub Mahmoudi, Khoshnood, & Babaei, 2014) – accepting without questioning
 Education reform needed to free citizens – increase self-awareness leading to social change for the good of all
REFERENCES
Ayoub Mahmoudi, D., Khoshnood, A., & Babaei, A. (2014). Paulo Freire Critical Pedagogy and its Implications in Curriculum
Planning. Journal of Education and Practice, 5 (14), 86-
92. http://www.iiste.org/Journals/index.php/JEP/article/viewFile/12993/13309
Cammarota, J. (2012) Critical pedagogy: learning from Freire’s pedagogy of the oppressed [video] Retrieved from
https://www.youtube.com/watch?v=JRiL7YSzMjg

3. FREIRE
Traditional Education DOES NOT promote……
Conscientizacao: Consciousness beyond understanding which leads
to action (Freire, 1970, as cited in Abraham, 2014)
✓ Freire did not believe that traditional education created the “appropriate anger education should foster against
injustice. (Benade, 2010)
REFERENCES
Abraham, G. Y. (2014) Critical pedagogy: Origin, vision, action & consequences. Kapet, (1), 90-98.
Benade, L. (2010) Freire’s Pedagogy of Freedom: Its Contribution to the Development of Ethical Teacher
Professionality through the implementation of the New Zealand Curriculum, Paideusis, 19 (1) 5-15
zacharygough. “Conscientizacao and Praxis.” YouTube, YouTube, 19 Dec. 2015,
www.youtube.com/watch?v=njoJ0VRbYzc.
✓ He outlined the lack of, and subsequent “need for teachers to be educated as ethical persons, seeking the
goals of humanization and transformation for each student.” (Benade, 2010)
✓ Educators need to become a “committed presence in the world” (Benade, 2010) to lead students to
this new critical consciousness

4. FREIRE
NEOLIBERALISM
3 Minute Neoliberalism Video
References:
Leon Benade, Paideusis, Volume 19 (2010), No. 1, pp. 5-15
Antonia Darda, (2017) Reinventing Paulo Freire
Education pic, the treehorn express
Comic strip, polyp.org.uk
Neoliberalism pic., alfredo martirena
Stacey Kerr (2015), Youtube.com/watch?v=dzLv3rfnOVw
Freire is convinced that neoliberalism has turned the
education system into a corporate labour machine
omitting the development of humanization at the expense
of community. The benefits of neoliberalism focus on
private vs public agendas who’s primary mission is profit,
regardless of societal costs.

5. THE CORPORATIZATION OF EDUCATION
“Knowledge is not a consumer item, and the
student is not a client”
Paulo Freire
Benade (2010) p.6
REFERENCES
Giroux, H.A (2010). Rethinking Education as the Practice of Freedom: Paulo Freire and the
promise of critical pedagogy. Policy Futures in Education, 8(6), pp 715-721
Benade, L (). Friere’s Pedagogy of Freedom: Its Contribution to the Development of Ethical
Teacher Professionality through Implementation of the New Zealand Curricuilum.
Paideusis, 19(1), pp 5-15

6. Banking Education
•Lecture style education
•Students are passive learners
•Seen as an undemocratic way of learning in a
democratic world
•Doesn’t teach students voice
•Transfer of knowledge, one direction learning
•Teachers discipline, students adapt
“Students should be learning creativity, how to be self
reflective, how to be critical citizens and how to
prepare for a self managed life”. Sanchez (2012)
“Students ought to be prepared for much more than
just a career”. Abraham (2014)
REFERENCES
Abraham, G. Y. (2014) Critical pedagogy: Origin, vision, action & consequences. Kapet, (1), 90-98.
Cheryl Sanchez. Friere’s banking concept of education. March 13th 2012
https://www.youtube.com/watch?v=JRiL7YSzMjg
Julio Cammarota. Critical Pedagogy: learning from Friere’s pedagogy of the oppressed . April 10th, 2012
https://www.youtube.com/watch?v=QoxHpNYFg5E