First published in Portuguese in 1968, Pedagogy of the Oppressed was translated and published in English in 1970. The methodology of the late Paulo Freire has helped to empower countless impoverished and illiterate people throughout the world. Freire's work has taken on especial urgency in the United States and Western Europe, where the creation of a permanent underclass among the underprivileged and minorities in cities and urban centers is increasingly accepted as the norm.
With a substantive new introduction on Freire's life and the remarkable impact of this book by writer and Freire confidant and authority Donaldo Macedo, this anniversary edition of Pedagogy of the Oppressed will inspire a new generation of educators, students, and general readers for years to come.
|Publisher:||Seabury Press, Incorporated, The|
About the Author
Paulo Freire is the author of the bestselling Pedagogy of the Oppressed as well as Education for Critical Consciousness, Pedagogy in Process (The Letters to Guinea-Bissau), Learning to Question (with Antonio Faundez), and Pedagogy of the City.
Table of Contents
Table of Contents
Introduction to the Anniversary Edition by Donald Macedo
Foreword by Richard Shaull
The justification for a pedagogy of the oppressed; the contradiction between the oppressors and the oppressed, and how it is overcome; oppression and the oppressors; oppression and the oppressed; liberation: not a gift, not a self-achievement, but a mutual process.
The "banking" concept of education as an instrument of oppressionits presuppositionsa critique; the problem-posing concept of education as an instrument for liberationits presuppositions; the "banking" concept and the teacher-student contradiction; the problem-posting concept and the supersedence of the teacher-student contradiction; education: a mutual process, world-mediated; people as uncompleted beings, conscious of their incompletion, and their attempt to be more fully human.
Dialogicsthe essence of education as the practice of freedom; dialogics and dialogue; dialogue and the search for program content; the human-world relationship, "generative themes," and the program content of education as the practice of freedom; the investigation of "generative themes" and its methodology; the awakening of critical consciousness through investigation of "generative themes"; the various stages of the investigation.
Antidialogics and dialogics as matrices of opposing theories of cultural action: the former as an instrument of oppression and the latter as an instrument of liberation; the theory of antidialogical action and its characteristics: conquest, divide and rule, manipulation, and cultural invasion; the theory of dialogical action and its characteristics: cooperation, unity, organization, and cultural synthesis.
Most Helpful Customer Reviews
I note that one reviewer had a difficult time reading this -- read a bit, went away for six months, came back and read a bit, then went away again . . . then labels the book disjointed, rather than his scatter-brained -- disjointed -- approach to it being the problem.It is actually a straightforward text, so easily read and digested in much less than a week. It should also be mandatory reading for, especially, would-be teachers, but also such "scientists" as economists and sociologists. And by those who rail against "liberation theology" without having the least clue as to what it actually is. It should be read, that is, by everyone who can read, without regard to preexisting ideological predisposition -- it actually is possible to see beyond such distorting lenses. And if during the reading you don't begin critically evaluating the education you "received," then you haven't suspended your idiological warp beforehand. Yes: the FOX-ian paranoids will hate it, as instructed by FOX, and call it names, as they are given them by FOX. But there's nothing new about the ineducable rejecting anything that smacks of the risk of learning and knowing more than they already know, which is less and less as they reject more and more of fact and reality. But those who are thoughtful will find that this book is seminal, foundational, not only as a method of pedagogy but also as a clarifying method of criticially evaluating their context and situation, and reality.In two words: must reading.