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Pedagogy of the Oppressed

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by

Dorian Cohen

on 16 April 2013

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Transcript of Pedagogy of the Oppressed

Paulo Freire holds the perspective that the oppressed have been dehumanized and submerged from reality. This dehumanization and submersion protects the oppressors from organized action brought by the oppressed.

Revolution requires critical awareness of reality. This critical awareness can only be gained through dialectical teacher/student relationships Theoretical Perspective Dialogue

Cooperation
Unity for Liberation
Organization
Cultural Synthesis Methodology Paulo Freire focuses his discussion toward those who desire to truly fight beside the oppressed and dehumanized.

Us-We have the opportunity to create a dialectical pedagogy with our students- We, alongside them, can develop a critical awareness of reality and create knowledge through dialogue. Target Audience “Take action against oppressive elements of reality.”
Discuss the requirements of developing a truly “liberating” education.
Encourage transformation/ revolution through praxis—reflection and action. Author’s Intent How does cultural diversity fit into this discussion?
How can we bring in discussion of dehumanization, oppressor/oppressed relationships and submersion?
How do you as a teacher fit into this discussion? Does dialogue in your classroom help your students to develop critical awareness of reality? Cultural Diversity and the Significance of this Book for our Course The oppressed have been dehumanized. Neither they nor their oppressors are truly liberated. Revolution requires that there be no oppressor/oppressed relationship. In the pedagogy of the oppressed, the oppressed regain their humanity and identity through working, dialectical teacher/student relationships. The teacher is also the student, and the student is also the teacher. Only through this relationship can true awareness be gained. And only through this awareness, accompanied by reflection and action, can revolution occur. The Story By Paulo Freire Pedagogy of the Oppressed
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