Show Less
Restricted access

Paulo Freire

The Global Legacy


Edited By Michael Adrian Peters and Tina Besley

This collection is the first book devoted to Paulo Freire’s ongoing global legacy to provide an analysis of the continuing relevance and significance of Freire’s work and the impact of his global legacy. The book contains essays by some of the world’s foremost Freire scholars – McLaren, Darder, Roberts, and others – as well as chapters by scholars and activists, including the Maori scholars Graham Hingangaroa Smith and Russell Bishop, who detail their work with the indigenous people of Aotearoa-New Zealand. The book contains a foreword by Nita Freire as well as chapters from scholars around the world including Latin America, Asia, the United States, United Kingdom, New Zealand, and Australia. With a challenging introduction from the editors, Michael A. Peters and Tina Besley, this much-awaited addition to the Freire archive is highly recommended reading for all students and scholars interested in Freire, global emancipatory politics, and the question of social justice in education.
Show Summary Details
Restricted access

Chapter Thirty: Education as an Aesthetic Exercise in Everyday School Performances



Education as an Aesthetic Exercise in Everyday School Performances



The discourse of constructivist learning has gained currency in Hong Kong schools, particularly when project learning has become one of the four curriculum tasks of the local educational reforms since the late 1990s. Official goals of project learning are to strengthen students’ social and cognitive skills, and to enable them to construct knowledge about the contemporary world through learning experiences. Local research studies, however, indicate that social-inquiry through project learning reinforces existing social education that masks realities in ways the banking approach does in the Freirean sense. Yet, through seeming acts of inquiry, students re-enact prescribed curricular discourses and sustain established social order, more than merely receiving realities passively from the teacher-depositors.

Freire (Shor & Freire, 1987) considers education as “naturally an aesthetic exercise,” that engages educators and learners in “a permanent process of formation” (p. 118). As an aesthetic project, education has to do with acts of knowing, unveiling, and giving life to our object of study (Shor & Freire, 1987). One way of implementing such a liberatory education with learners having little power to change the system of oppression—in my case, students—is to organize them through developing and carrying out educational projects “with” them (Freire, 2000, p. 54). ← 471 | 472 →

Between the two years 2010 and 2011, I experimented with one such “educational project” in a Hong Kong secondary...

You are not authenticated to view the full text of this chapter or article.

This site requires a subscription or purchase to access the full text of books or journals.

Do you have any questions? Contact us.

Or login to access all content.