SlideShare verwendet Cookies, um die Funktionalität und Leistungsfähigkeit der Webseite zu verbessern und Ihnen relevante Werbung bereitzustellen. Wenn Sie diese Webseite weiter besuchen, erklären Sie sich mit der Verwendung von Cookies auf dieser Seite einverstanden. Lesen Sie bitte unsere Nutzervereinbarung und die Datenschutzrichtlinie.
SlideShare verwendet Cookies, um die Funktionalität und Leistungsfähigkeit der Webseite zu verbessern und Ihnen relevante Werbung bereitzustellen. Wenn Sie diese Webseite weiter besuchen, erklären Sie sich mit der Verwendung von Cookies auf dieser Seite einverstanden. Lesen Sie bitte unsere unsere Datenschutzrichtlinie und die Nutzervereinbarung.
WHO IS PAULO FREIRE? Click the picture for his biography.Freire is considered to have been, “one of the greatest thinkers on education this century” (Mayo, 2011).
FRIERE’S EXAMINATION OF THE OPPRESSED When striving for liberation, the oppressed run the risk of becoming the oppressors. While the oppressed desire freedom, they also fear it. The oppressed can only change their plight through REFLECTION and ACTION. Once liberated, they must not slip into the role of the oppressor, or their liberation is meaningless. Do these arguments apply in any way to the classroom?
According to Freire, “It isonly the oppressed who, byfreeing themselves, can free their oppressors” (2000). Click here to see a speech from someone who may have agreed with him.
Freire writes, “In order for this struggle to havemeaning, the oppressed must not, in seeking toregain their humanity (which is a way to create it), become in turn oppressors of theoppressors, but rather restore the humanity of both” (2000). Nelson Mandela embodied this quote when he became the President of South Africa in 1994. Click on the movie poster to see this theory in practice!
WHAT DOES ALL THIS HAVE TO DO WITHEDUCATION IN THE UNITED STATES IN 2012?
Narrative EducationFreire details, “Narration… turns them (students) into „containers,‟into „receptacles‟ to be „filled‟ by the teacher” (2000). Narration Before education After
Narrative Education He continues with anStudents argument about the “banking concept of education,” arguing that Education education is “bestowed by those who consider themselves knowledgeable upon those whom they consider know nothing” (Freire, 2000). How do you think students in today‟s society view their own education? Are they willfully ignorant or do they perceive themselves as knowledgeable before they enter school?
BANKING CONCEPT VS. PROCESS OF INQUIRY“Those who use the “Problem-posingbanking education does not andapproach, knowingly or cannot serve theunknowingly… fail to interests of theperceive that the deposits oppressor. Nothemselves contain oppressive order couldcontradictions about permit the oppressed toreality” (Freire, 2000). begin to question: Why?” (Freire, 2000)It is important to acknowledge the disconnect between “dehumanized”education and “humanized, revolutionary” education. However, what aresome concrete ideas we as educators can use to break the traditionalapproach and get our students to “engages in critical thinking and thequest for mutual humanization?” (Freire, 2000)
PROCESS OF INQUIRY IN THE CLASSROOMFreire does not provide explicit details how to make a classroom focus on theprocessclick hereto see a short video about how inquiry-based learning may look in yourclassroom.
Below are two examples of the same laboratory. One is a “traditionalcookbook lab” that Freire would call narrative. The other is a laboratoryinvestigation focused more on inquiry and problem-based learning.Copy the links and view them. Share your thoughts. https://dl.dropbox.com/u/620 https://dl.dropbox.com/u/62 95480/Cookbook.lab.Freire.d 095480/Transformed%20In ocx quiry.lab.%20Freire.docx
INCORPORATING PROCESS OF INQUIRY IN OUR CLASSROOMS: IS THIS A REALISTIC REALITY?“The teacher is no longer merely the-one-who- teaches, but one who is himself taught in dialogue with the students, who in turn while being taught also teach. They become jointly responsible for a process in which all grow” (Freire, 2000).
CRITIQUE OF FREIRE’S PEDAGOGY OF THE OPPRESSEDPedagogy of the Oppressedmentions none of the following:• Testing• Standards• Curriculum• Role of Parents• How to Organize Schools• How to Best Train Teachers• Disadvantaged Students(Stern, 2009) Click picture to read Sol Stern’s critique of Freire. Are Freire’s theories realistic in the classroom, or more based on political and socio-economic ideals?
SOME FINAL THOUGHTSClick on picture to watch a final interview with Freire. Freire’s Main Points Include: • We must think critically • We must be curious • We must consider education and literacy
REFERENCESCurtHenniganImpact. (2011, May 13). Dr. Martin Luther King Jr. speech (I have a dream) [Video file]. Retrieved from http://www.youtube.com/watch?v=V57lotnKGF8Freire, P. (2000). Pedagogy of the oppressed. In Foundations of Education (pp. 25-67). New York, NY: Continuum.Getz, A. (2009, December 09). Sports, politics, and Mandela. The Daily Beast, Retrieved fromhttp://www.thedailybeast.com/newsweek/2009/12/09/sports-politics-and-mandela.htmlLiteracyDotOrg. (2009, December 30). Paulo Freire- an incredible conversation [Video file]. Retrieved from http://www.youtube.com/watch?v=aFWjnkFypFAMayo, P. (2011). Paulo Freire bio. Retrieved from http://www.pfi.org.mt/bio.php
REFERENCES CONTINUEDMovieclips. (2011, May 27). Invictus #3 movie clip- this is a time to build our nation [Video file]. Retrieved from http://www.youtube.com/watch?v=25Lb1YpSEicStern, S. (2009). Pedagogy of the oppressor. City Journal, (19)2, Retrieved fromhttp://www.city-journal.org/2009/19_2_freirian-pedagogy.htmlTxafmama. (2010, October 12). Inquiry-based teaching model [Video file]. Retrieved fromhttp://www.youtube.com/watch?v=sLQPXd8BiIA&feature=topics