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Freire as Praxis
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- participation of marginalized groups is a true measure of transforming the individual and society
"humanizing" culture
- means not dominating over others for power gains
- cultural development should value autonomy, creativity
Paulo Freires'
Praxis
A critique ...
turned on its head
Praxis (action, work)
- humanistic view of education: dialogue is revolution
- self-actualization and collective liberation are intertwined
- become creators of culture through a process of developing critical consciousness
- the back-and-forth between action, reflection
Codification
- sketch, photograph or a few words that explore existential problem
- representation of co-learner's concrete situation
"Decoding process" of medium involves shifting back and forth
- between reality and theory
- between learners and educator
Key tenets of praxis include
- “self-determination (as opposed to coercion),
- intentionality (as opposed to reaction),
- creativity (as opposed to homogeneity),
- and rationality (as opposed to chance)”
Any group action needs to be detail-oriented during planning and social analysis phases
so to not alienate members
(Heaney 1995: “Issues in Freirean Pedagogy”)
Education for Critical Consciousness (1973)
Transform Teacher/Student
Conscientization Consciousness-raising
- sense of solidarity through dialogue and concrete actions with others
- literacy of words significant to social reality of learners
- Everyday vigilance is taken by co-learners so that paternalistic habits and identity parameters are in check
- name and change the contradictions emergent from social class, gender, ethnic group, age, sexual orientation, ability, health, marital status, religion
Read words, read reality;
write words, write potential new reality through action-reflection-action
- stages/types of “attitudes, explanation, actions and visions of society” along a spectrum of consciousness-raising (Doré 1999)
educator needs freedom to develop from her learners.
- teacher must let go of the sense of superiority acquired through her academic socialization,
- described as the Easter experience or class suicide of the teacher
“The educator for liberation has to die as the unilateral educator of the educatees, in order to be born again as the educator-educatee of the educatees-educators. An educator is a person who has to live in the deep significance of Easter.”
- Paul Taylor 1993: 53 in Mark Smith 2002 infed.org