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Introduction   Introduction Paulo Freire: The Global Legacy MICHAEL A. PETERS AND TINA BESLEY Education either functions as an instrument which is used to facilitate integration of the younger generation into the logic of the present system and bring about conformity or it becomes the practice of freedom, the means by which men and women deal critically and creatively with reality and discover how to participate in the transformation of their world . (P AULO F REIRE , P EDAGOGY OF THE O PPRESSED ) Paulo Freire, one of the greatest educators of all time, was

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Chapter 8 CHAPTER EIGHT Paulo Freire’s Prophetic Voice at the Intersection of Liberation Pedagogy and Liberation Theology DÉBORA B. A. JUNKER INTRODUCTION This chapter proposes a brief review of the contributions of Freire’s educational philosophy within the religious field by showing how his faith-based vision was influential for the emergence of liberation thoughts, which included the embryonic liberation theology of the late 1960s and early 1970s in Latin America. More specifically, it analyzes how religious groups, informed by Freire’s teachings, started to

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Chapter 35 CHAPTER THIRTY-FIVE Freire’s Theory as a Reference to Teaching Practice in Adult Education SONIA MARIA CHAVES HARACEMIV AND VERONICA BRANCO INTRODUCTION This chapter presents our experience in pedagogy at Universidade Federal do Paraná (UFPR) in the formation of adult and young adult teachers/educators, and formulations based on the ideas of Paulo Freire, in an attempt to extract elements from their journey to enlighten and contribute to the construction of our own methods. We seek to develop a practice consistent with the statements of the master, who

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Chapter 11 CHAPTER ELEVEN Freire’s Legacy for Communities Seeking Change in Sub-Saharan Africa TIM BUDGE INTRODUCTION The 1960s and ’70s were a time of optimism for emerging nations across Africa. Independence had been successfully negotiated in the 1960s by such countries as Botswana, Zambia, Tanzania, and Senegal and armed struggle across Portuguese African colonies, combined with political changes back in Portugal, led to independence in Angola, Guinea-Bissau and Cape Verde, and Mozambique in the mid-1970s. Paulo Freire was involved with some of these emerging

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Chapter 37 CHAPTER THIRTY-SEVEN Appropriate/Critical Educational Technology Within Freire’s Framework, Toward Overcoming Social Exclusion BEATRIZ LIDIA FAINHOLC INTRODUCTION The intent of the socio-cultural-educational approach for public policies is to strengthen social inclusion—an alternative to the existing lines. In general, this characterizes Latin American education. This approach provides a comprehensive framework and the cross perspective in face-to-face and virtual educational programs applying Freire’s Pedagogy and Cultural and Social Studies. This

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Foreword   Foreword The Understanding of Paulo Freire’s Education: Ethics, Hope, and Human Rights ANA MARIA (NITA) ARAÚJO FREIRE INTRODUCTION It is an honour being here for the first time in New Zealand, in Oceania, invited by the University of Waikato, to receive this tribute to my husband Paulo Freire for the legacy he left to the world, and to speak about this legacy. It is a joy which I will never forget. Before I begin, I want to thank the Philosophy of Education Society of Australasia and the Centre for Global Studies in Education of Waikato University for

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Chapter 4 CHAPTER FOUR Paulo Freire and the Idea of Openness PETER ROBERTS There has been a flurry of pronouncements over recent years about new forms of openness in scholarly and pedagogical activity. Reference has been made to open education, open learning, open knowledge, open technology, open content, open source, open access, and open courseware (Iiyoshi & Kumar, 2008). In surveying some of this work, it sometimes appears as if such initiatives have come from nowhere, with a history no older than a decade or two and no discernible epistemological or ethical

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Chapter 26 CHAPTER TWENTY-SIX Voices of Resistance: Positioning Steiner Education as a Living Expression of Freire’s Pedagogy of Freedom ALTHEA LAMBERT The world becomes empty and barren, unless something can arise anew again and again from the essence of human nature—something that permeates outer perception with soul and spirit. Therefore, when we educate this way, we give the human being full freedom and vitality for the rest of life . —R UDOLF S TEINER , 1927/1997, P. 76 INTRODUCTION Voices of resistance are voices raised or expressed in resistance to

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Chapter 33 CHAPTER THIRTY-THREE Activism, Reflection, and Paulo Freire—an Embodied Pedagogy TRACEY OLLIS INTRODUCTION This chapter explores the critical pedagogy of activists as they participate in activism on some of the most important human rights issues of our time. I argue that the pedagogy of activism is critically cognitive and embodied in a practice that is inherently social. The chapter commences with some writing on what I claim is Freire’s own activism, always working toward a struggle for social justice and social change. His educational practices were

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Chapter 23 CHAPTER TWENTY-THREE Freire, Sublative Hope, and Early Childhood Education in Aotearoa New Zealand BRADLEY HANNIGAN There are many ways to read Freire. Some authors read Freire through a psychoanalytic lens, and so they see his writing as psychoanalytically inspired (e.g., Bingham, 2002). Other authors view Freire with a utopian gaze, and read his pedagogy of liberation as a utopian project (e.g., Giroux & McLaren, 1997). Still others read Freire within an anti-bias frame, and see his work as a theoretical resource for their own projects (e.g., Gunn