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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.
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Chapter Five: Freeing Ourselves: An Indigenous Response to Neo colonial Dominance in Research, Classrooms, Schools, and Education Systems



Freeing Ourselves: An Indigenous Response to Neo colonial Dominance in Research, Classrooms, Schools, and Education Systems



This then is the great humanistic and historical task of the oppressed: to liberate themselves and their oppressors as well. The oppressors, who oppress, exploit and rape by virtue of their power, cannot find in this power the strength to liberate either the oppressed or themselves. Only power that springs from the weakness of the oppressed will be sufficiently strong to free both.

(FREIRE, 1972, p. 21)

This chapter draws from the book Freeing Ourselves, published in 2011 by Sense Publishers, which draws together many previously published articles and book chapters that I have produced during the past 20 years of work in the field of indigenous education. This journey over time has led me from researching the impact of colonisation on my mother’s Māori family to an appreciation of just what research in Māori contexts involves. The lessons learnt here also appealed to me, as an ex–secondary school teacher, as being a means by which we could re-theorise the marginalisation of Māori students in mainstream classrooms. From this understanding we could develop a means whereby educators could reposition themselves discursively and create caring and learning relationships within mainstream classrooms that would see Māori students benefiting from their participation in education. From these theoretical beginnings grew a large-scale ← 93 | 94 → classroom-based project...

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