Paulo Freire

PauloFreire

Couldthewayyouareeducatedbe‘oppressing’you?

Key Concepts: LiberationEducation,Praxis, TheBankingConcept

Key Work: Pedagogy of the Oppressed (1970), Pedagogy of Hope (1993)

Theeffortsofteachersmustbe“imbuedwithaprofoundtrustinpeopleandtheircreativepower.”

Pedagogy of the Oppressed,Chapter2.

Conscientization:

Consciousness)Theprocessofgaining anin-depthunderstandingoftheworld aroundyou.ForMarxists,itinvolved becomingawareofthe‘oppressive’ structureswhichlimityourliberation, whichyoucanthenlearntoactagainst ratherthanremainingpassive

Post-Colonialism

Althoughthetermissometimes disputedinrelationtoBrazil,Freire waswriting(inasense)asa‘PostColonialBrazilian’.Thisbasicallymeans thatheisatleastpartlyconcernedwith thelong-termconsequencesofthe PortuguesecolonizationofBrazil (whichendedinthe1820s).

‘Postcolonialism’triestodealwiththe culturallegacyofcolonialismand imperialism,byfocusingonthehuman consequencesofthecontroland exploitationofcolonisedpeopleand theirlands.Itendsupbeingvery concernedwithlasting‘oppression’left overbythecolonialsystem.This concernwith‘oppression’meansthatit hasoverlapsalittlewithMarxism.This overlapmighthelpustounderstand thewritingsofFreire.Canyouseehow hisapproachto‘liberation’couldbe seenasveryattractivetoother countriesthathavebeenthroughthis decolonizationprocess,likeIreland?

Liberating Education: Liberating education consists in acts of cognition (thinking), not transferrals of information.”Itrequiresa ‘problem-posing’approachwherethe boundariesthatusuallydefinethestudentteacherrelationshiparebrokendown.“The teacher is no longer merely the one-whoteaches, but one who is himself taught in dialogue with the students, who in turn while being taught also teach.”IT’SADIALOGUE!

The Banking Concept Turnsstudentsinto ‘containers’or‘receptacles’tobefilledbythe teacher,whichpreventsstudentsfromdeveloping skillsthatmakethemselvesfair-minded“critical thinkers”andcontinueslong-standingbiases withinsociety.Thestudent’sonlyjobistoabsorb theinformationgivenbytheinstructorandrecall (regurgitate)itwhenasked.Educationbasically becomes‘training’wherestudentsaremouldedto fitintotheworldasitis,ratherthanempowered tochangeit.“Themorecompletelyateacherfills thereceptacles,thebetterateachersheis”

The‘Banking Concept’ DEHUMANIZES becauseinthatprocess:

(a) Theteacherteachersandthestudentsaretaught;

(b) Theteacherknowseverythingandthestudentsknownothing;

(c) Theteacherthinksandthestudentsarethoughtabout;

(d) Theteachertalksandthestudentslisten–meekly;

(e) Theteacherdisciplinesandthestudentsaredisciplined;

(f) Theteacherchoosesandenforceshischoice,andthestudentscomply;

InancientGreecethisword meant‘somethingdonebyfreepeople’. ForFreire,itmeansacombinationof thought/reflectionandaction.He describesitbysaying “reflection and action directed at the structures to be transformed”.Thinkaboutthe JapaneseProverb:“Vision without action is a daydream. Action without vision is a nightmare”.This encapsulatestheideaperfectly.

(g) Theteacheractsandthestudentshavetheillusionofactingthroughtheactionofthe teacher;

(h) Theteacherchoosestheprogramcontent,andthestudents(whowerenotconsulted) adapttoit;

(i) Theteacherconfusestheauthorityofknowledgewithhisorherownprofessional authority,whichsheandhesetsinoppositiontothefreedomofthestudents

(j) TheteacheristheSubjectofthelearningprocess,whilethepupilsaremereobject.

Freirearguesthatthisviewsmenas“adaptable”and“manageable”beings

2. Oppression –Being subject to cruel or unjust treatment, usually under the autho rity of another . Being held down or denied power.

1. Pedagogy –The process of teaching (both teaching methods and the practice of doing it); how knowledge and skills are exchanged in an educational context.

Key Definitions:

How might you think about Freire’s’ Liberation Education’ with reference to the Irish Constitution?

Article 42.1 The State acknowledges that the primary and natural educator of the child is the Family and guarantees to respect the inalienable right and duty of parents to provide, according to their means, for the religious and moral, intellectual, physical and social education of their children.

42.2 - Parents shall be free to provide this education in their homes or in private schools or in schools recognised or established by the State.

42.3.2° - The State shall, however, as guardian of the common good, require in view of actual conditions that the children receive a certain minimum education, moral, intellectual and social

42.1-Whatifyourparentsdon’twantyoutohavea‘liberated’education?Whatif theythinkthatconformityin‘religiousandmoral’mattersismoreimportantthan personalempowerment?

42.2–Doesthefactthatparentsare‘freetoprovidethiseducationintheirhomes’ meanthatthiswouldbetheperfectsettingfora‘problem-posing’education?

42.3.2–Giventhatthis‘article’givespowertothestatetojudgethequalityof ‘minimumeducation’onanyofthosegrounds,doesitmeanthattheycould effectivelyoutlawaFreire-typeeducationiftheyfeltthatitwastorevolutionary?

IfFreiresupportersweretojudgewhathappensduringpreparationforthe LeavingCertificate,whatconclusionwouldtheycometo?

What about the UN Declaration of the Rights of the Child, and its view on Education?

o Article 12: The child’s opinion The child has the right to express an opinion, and to have that opinion taken into account, in any matter or procedure affecting the child, in accordance with his or her age and maturity

o Article 28: Education The child has the right to education; the State has a duty to make primary education compulsory and free to all; to take measures to develop different forms of secondary education and to make this accessible to all children. School discipline should be administered in a manner consistent with the child’s human dignity

o Article 29: AimsofEducation. Education should be directed at developing the child’s personality and talents; preparing the child for active life as an adult; fostering respect for basic human rights; developing respect for the child’s own cultural and national values and those of others; and developing respect for the natural environment.

12 –Mightonereasonablyask,“Howisitthatthechildistodevelopafullyinformed opinion,iftheeducationshereceivedmerelyreinforcesthestatusquo?”Are‘liberation education’and‘conscientization’notrequiredinordertodevelopthecriticalabilities tofullyavailofthisright?

28 – Ifstatesarerequiredto‘develop different forms of education’,andmakethem availabletochildren,whyhaseveryIrishchildnotbeenofferedtheopportunityto attendaFreire-styleschool.Asapointofcomparison,investigate Raheen Wood School, a ‘Steiner School’,inCountyClare…

29 – AssessforyourselfwhetherthecurrentoftheIrishSchoolsystemsatisfythe requirementsofthe UNDRC…Willyoulikealltheanswersyouget?

What are the most common criticisms of Freire’s work? How do you feel about those criticisms?

I. WhileinanidealworldasystemlikeFreire’smightbegreat,howcouldyouactuallydevelopa‘NationalEducation’systemaroundtheseideas?Itwouldbefartoo disruptiveandexpensive…(Maybeit’dbethekindofthingthatmightbepossibleinaNozick-styleUtopia!)

II. Freireideascanbevery‘blackandwhite’.Weareeitherwiththeoppressedoragainstthem.Thismaybeaninterestingstartingpointforteaching,buttakentoo literallyitcanmakeforanover-simplified(political)analysis.Istherenotroomforacompromiseinapproaches?

III. Evenundertheguiseof‘problem-posing’education,itmightstillbepossibleforideologicalinfluencestoremain.i.e.evenawell-intentioned‘teacher/learner’ mightperpetuate(carryon)the‘oppressivestructures’fromwhichtheyaretryingtoliberatethemselves.Howcouldyouguardagainstthat?

IV. Apartfrombeingpotentiallyveryexpensive,a‘neo-liberal’criticismofFreire’sideasmightask:“Well,whowillworkinthefactoriesthatdriveoureconomy,if everybodyisbusyoff‘liberating’themselves?”Towhatextentdoesourmodernviewofhowsocietyworksdependonaminimumlevelofconformityonthepart of‘themasses’.

V. IsthereacontradictionbetweenFreire’sreligiousconviction(his‘ChristianSocialism’)whichsomemightarguecouldcarryonoppressivestructures,andhis constantdrivetowards‘liberation’througheducation?

What you will invariably find is that the type of criticism that people offer about Freire tends to say as much about their own ideological position as it does about Freire’s ideas.

When will I need to refer to Freire in my exam?

LikeMarx,Freirealsofitsinunderanyessayquestionthatasksyoutoconsiderissuessuchas ‘inequality’,‘socialclass’,and‘thepowerstructureofsociety’,orideassuchasdifferent perspectivesonHumanRights.Hisideasalsoofferyoutheopportunitytocritiqueyourown experienceofeducation.IstheinclusionofFreireonthe‘PolSoc’coursea‘dangerous’thingtodo intermsofIrisheducation,becauseitencouragesstudentstochallengethe status quo?

Freire and You (Framing your own opinions)

It’simportanttoremember,thatFreirepresentsyouwithauniqueopportunity,because unlikeothertheoreticalareasyouexaminein‘PolSoc’,youactuallyhavesubstantial experienceoftheeducationsystem(andsodoesvirtuallyeveryoneyouwillmeet). Remembertoaskyourself,doesmyexperienceofEducationencapsulatethewhole system,orjustanarrowpartofthesystem?Don’tbetootemptedtojust‘gooffona rant’aboutyourownexperienceofIrishEducation,andlosetrackofthetheorist…!!!

Thinker’s Background

 FreirewasborninBrazilintoamiddle-classfamilyin 1921,butsufferedhungerandpovertythroughouthis childhoodduetotheGreatDepression

 Hestruggledwithhisowneducation,falling4years behind.Thismadehimawarefortherestofhislifethat “My social condition didn't allow me to have an education. Experience showed me once again the relationship between social class and knowledge.”Thisrelationship betweenclassandknowledgebecamethefocusofhis life’swork.

 Hequalifiedasalawyer,butneverworkedasone. Insteaditwashisstudyofphilosophythatsethiscourse inlife.

 Heworkedasa2nd levelteacher,beforebecominga provincialDirectoroftheDepartmentofEducationin thestateofPernambuco.Hefocussedontheproblemof illiteracy.(Thelinkbetweenliteracyandpowerwas highlightedbythefactthatinsomeBrazilianelections, literacywasavotingrequirement).

 Intheearly1960sheestablishedhis‘culture circles’that extendedtherangeofhisliteracyefforts,butthisended whena coup (militaryoverthrow)inBrazillefthim imprisonedandeventuallyexiledforhisrevolutionary approach.

 HeworkedinBolivia,Chile,theUN,andatHarvardafter whichhepublished Pedagogy of the Oppressed in 1968

 His Christian Socialism showedthroughwhileworking asanadvisorto the World Council of Churches.(Canyou seealinkherebetweenhowFreireandMcDonaghare linkedandmotivatedbytheirreligiousconvictions?)

 Heshowedhis‘post-colonial’concernsbyalsoworking toadviseoneducationinotherformerPortuguese coloniessuchasGuinea-BissauandMozambique.

 HereturnedtoBrazilafter1979,wherehewentonto serveastheSecretaryofEducationinSaoPaolo,and whereheeventuallydiedin1997ofheartfailure.

Therearelotsofwordsinboldhere!i.e.Freirehaslotsof technicalterms.Asyoutryandgettogripswiththem,can you paraphrase thosedefinitions(saytheminyourown words)tohelpyourememberthemandusethemagainin thepropercontext.Themorelinksyoucanfindtoyour ownexperiences,theeasieryou’llfindthisprocess…

Personal Response

(A.)Startofbyaskingyourself:“Havetherebeentimesin myowneducationthatIcanidentifyasresemblingaspects ofthe Banking Concept?”Didthatexperience‘dehumanize’ me?Continuebyreflectingonwhetherornottherehave beenmomentswhenyou’vefelttheliberatingpowerof education?Aretherespecificclassesorteachersthathave hadthatkindofimpactonyou?

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(B.)Doaquickgooglesearchforanarticlein the Sunday Times Magazine called“IsthistheStrictestTeacherin Britain?”(13th Nov,2016)aboutthe‘Michaela’ school systeminpartsofEngland.Compareandcontrastthetwo approachesandaskyourselfthefollowingquestionfrom multipleperspectives:Ifforcedtochoosebetweenthetwo (FreirianorMichaelasystem)whichwouldyouchose…

4. …foryourself?

5. …foryourownchildren?

6. …whichwouldyourparentschooseforyou?

Inallcasesaskyourself‘WHY’mighttheresponsesbe different?Thedifferentperspectivemight(maybeeven ‘should’)influenceyouropinion

Whenmakingthischoice,bearinmindthatFreirewould seethereasbeingnomiddlegroundbetweena‘liberation’ anda‘banking’formofeducation!

Reading Tip: The Pedagogy of the Oppressed containslots oflanguagethatevokesimagesofviolenceinrelationto education.Ifyougetachancetoreadsomeofthetext,try comparingittothewayinwhichVandanaShivausesthe languageofviolencetodiscreditthe‘GreenRevolution’. You’llseeasimilarlanguagetechnique,butusedto achievedifferentgoals.

Links to other aspects of the course

Educationalideasarespreadthroughoutthe Politics&SocietyCourse.HowdoFreire’sideas stackupagainstotherkeythinkerswhoconsider educationalissues?

1. MarthaNussbaum’sviewson‘Liberal’ education…

2. KathleenLynchandhereideasof educationalinequality…

3. JohnLockeandtheideaofthe‘tabula rasa’ aswellashisideasofwhatshouldbeon theeducationcurriculum….

4. Wouldafeministapproachtoeducation requirewomentofirstbecome‘conscious’ oftheoppressivestructureswhich surroundthem?IsthisanideathatFreire wouldendores?

Favourite Moment: Freireforcesteacherstore-evaluate theirownpositions!Thatcanbearealchallengeforpeople workingwithinanalreadyestablishedsystem.“From the outset, [the teacher’s] efforts must coincide with those of the students to engage in Critical Thinking and the quest for mutual humanization. His efforts must be imbued with a profound trust in people and their creative power.”

Pedagogy of the Oppressed,Chapter2