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Pedagogy of the Oppressed

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Maria Castrillon

on 18 February 2013

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Transcript of Pedagogy of the Oppressed

The Pedagogy of the Oppressed
Chapters 3 & 4 Dialogue Components of Dialogue In order to have dialogue....
you must have love and commitment to the cause of the oppressed.
there must be humility
you must have faith in humankind
you must have hope

“Founding itself upon love, humility, and faith, dialogue becomes a horizontal relationship of which mutual trust between the dialoguers is the logical consequence.” (p.91) Dialogue & Liberation Freire argues that we need to think critically through dialogue, for it is through dialogue and conscious action that opportunities for liberation are built.

Liberation of the oppressed cannot come from the oppressors. It requires a dialogue in which both groups are humanized.

From this, true revolution can evolve. Generative Themes Revolution “The revolutionary's role is to liberate, and be liberated, WITH the people- not to win them over.” (p.95)

“The revolutionary effort to transform these structures radically cannot designate its leaders as its thinkers and the oppressed as mere doers.” (p.126)

“To impede communication is to reduce men to the status of “things”- and this is a job for oppressors, not for revolutionaries” (p.128) In a Revolution... human beings in communication liberate each other

leaders bear responsibility for coordination

essential that the oppressed participate in the revolutionary process (p.127)

MUST initiate a dialogue

Critical reflection- action and reflection occur simultaneously

eventually dialogue helps both to understand the “knowledge of the causes of reality” Antidialogicity vs. Dialogicity Presented by:
Bri
Maria
Alec
Lauren
Olivia "Without dialogue there is no communication, and without communication there can be no true education" (p. 92-93).
It is the way we achieve significance as human beings. It is an "existential necessity" (p. 88).

Humans exist in a world in which they are constantly recreating and transforming through dialogue.

“And since dialogue is the encounter in which the united reflection and action of the dialoguers are addressed to the world which is to be transformed and humanized, this dialogue cannot be reduced to the act of one person’s 'depositing' ideas in another, nor can it become a simple exchange of ideas to be 'consumed' by the discussants” (p.88-89). Conquest- the conqueror imposes his objectives on the oppressed and “makes of them his possession” (p.138)
Division- oppressor must keep the oppressed divided to keep them from holding power
Manipulation- attempt to conform the masses to the objectives of the oppressors
Cultural Invasion- impose their own world view on the group that they are conquering- inhibit their creativity Antidialogical Action Dialogical Action Collaboration- those who are oppressed need to come together in order to make a change; community emancipation
Union- common goal of liberation; solidarity is essential among those who are oppressed
Organization- those who are revolutionary leaders need to be united with the people
Cultural Synthesis- the invasion of one culture over another must end and the foundations of both cultures must be a part of the end result How does this relate to education? Dialogue is the vehicle through which true knowledge is built. It is essential for a positive relationship between teacher and student.

“The important thing, from the point of view of libertarian education is for the people to come to feel like masters of their thinking by discussing the thinking and views of the world explicitly or implicitly manifest in their own suggestions and those of their comrades. Because this view of education starts with the conviction that it cannot present its own program but must search for this program dialogically with the people, it serves to introduce the pedagogy of the oppressed, in the elaboration of which the oppressed must participate.” (p.124) Generative themes are dynamic topics which "introduce men and women to a critical form of thinking about their world" (p. 104). They can only be investigated through both an awareness of reality and an awareness of self. steps to studying generative themes:

1. Immerse yourself in the environment of the oppressed in order to become familiar with their way of thinking

2. Apply this acquired way of thinking, through the emphasis of group interaction
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