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CHAPTER TWO    CHAPTER TWO The Key Elements of Conscientization Based on the background knowledge offered in the last chapter, three tasks are completed to capture the indispensable elements as well as the richness, depth, and development of the concept of conscientization. First, Freire’s own conceptualization of critical consciousness is investigated. Second, since conscientization has been debated worldwide, a number of key commentaries, both positive and negative, are examined. Third, the problems with applying conscientization as a mere method to concrete

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Radical Imagine-Nation   About the author(s)/editor(s) Peter McLaren and Suzanne SooHoo are both professors in the College of Educational Studies, Chapman University and are Co-Directors of the Paulo Freire Democratic Project at Chapman. They serve as Honorary Co-Directors of the Center for Critical Studies in Education, Northeast Normal University, China.

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Radical Imagine-Nation   Table OF Contents Acknowledgments Introduction Suzanne SooHoo Part One: Reinventing Freire Chapter One: Conscientization as an Antidote to Banking Education Donaldo Macedo Chapter Two: Coming to Know Paulo Tom Wilson Chapter Three: Critical Pedagogy, Leadership and Institutional Reform: Paulo Freire’s “Formative Time” at the Social Services of Industry Tricia M. Kress Chapter Four: A Clarification of Freire’s Radical Political Pedagogy Keqi (David) Liu Chapter Five: Migration, Racism, and the Mediterranean—A Freirean Perspective

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Table of Contents    Table of Contents Preface and Acknowledgments Introduction Chapter One: Paulo Freire: Life, Work, and Theory Chapter Two: The Key Elements of Conscientization Chapter Three: Conscience and its Relationship With Consciousness Chapter Four: The Dynamism of the Work of Conscience Chapter Five: The Cultivation of Conscience Chapter Six: The Integration of the Cultivation of Conscience Into Conscientization Chapter Seven: Conscientization: Educational Necessity and Cultural Significance Chapter Eight: The Pedagogical Possibilities of

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The Art of Critical Pedagogy Preface There has been much discussion concerning critical pedagogy and its practical applications to urban contexts in the generation following the publication of such seminal works as Paulo Freire’s Pedagogy of the Oppressed (1970), Henry Giroux’s Theory and Resistance in Education: Toward a Pedagogy for the Opposition (1983/2001), and Peter McLaren’s Life in Schools: An Introduction to Critical Pedagogy and the Foundations of Education (1994/2003b). While honoring the tremendous contributions that each of these works has made

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Preface There has been much discussion concerning critical pedagogy and its practi- cal applications to urban contexts in the generation following the publication of such seminal works as Paulo Freire’s Pedagogy of the Oppressed (1970), Henry Giroux’s Theory and Resistance in Education: Toward a Pedagogy for the Opposition (1983/2001), and Peter McLaren’s Life in Schools: An Introduction to Critical Pedagogy and the Foundations of Education (1994/2003b). While honoring the tremendous contributions that each of these works has made to educational theory and

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Happiness, Hope, and Despair ← 118 | 119 → REFERENCES Aeschylus (2003). The Oresteia (A. Shapiro & P. Burian, Trans.). Oxford: Oxford University Press. Ahmed, S. (2010). The promise of happiness . London: Duke University Press. Allen, D. (1983). Three outsiders: Pascal, Kierkegaard, Simone Weil. Eugene, OR: Wipf & Stock. Altobello, R. (2007). Concentration and contemplation: A lesson in learning to learn. Journal of Transformative Education , 5 (4), 354–371. Andreola, B.A. (2004). Letter to Paulo Freire. In P. Freire, Pedagogy of indignation (pp. xxxiii

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references Aeschylus (2003). The Oresteia (A. Shapiro & P. Burian, Trans.). Oxford: Oxford University Press. Ahmed, S. (2010). The promise of happiness. London: Duke University Press. Allen, D. (1983). Three outsiders: Pascal, Kierkegaard, Simone Weil. Eugene, OR: Wipf & Stock. Altobello, R. (2007). Concentration and contemplation: A lesson in learning to learn. Journal of Transformative Education, 5(4), 354–371. Andreola, B.A. (2004). Letter to Paulo Freire. In P. Freire, Pedagogy of indignation (pp. xxxiii- xlv). Boulder and London: Paradigm. Apple, M

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Pedagogy of Insurrection ABOUT THE AUTHOR Peter McLaren , named Outstanding Educator in America by the Association of Educators of Latin America and the Caribbean in 2013 and winner of numerous awards for his scholarship and international political activism, has penned another classic work with Pedagogy of Insurrection. One of the educators that Ana Maria (Nita) Araújo Freire credits as an architect of what has come to be known worldwide as critical pedagogy, and who Paulo Freire named his ‘intellectual cousin,’ McLaren has consistently produced iconoclastic work

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Contents Foreword vii Part One What is Care? 1 Chapter One Introduction 3 Chapter Two Why Should We Care? 17 Part Two The Interpersonal Dimension 49 Chapter Three Carl Rogers: A Framework for Personal Liberation 51 Chapter Four The Challenges of Integral Social Care 69 Chapter Five The Characteristics of the Integral Social Carer 103 Part Three The Socio-Political Dimension 123 Chapter Six Paulo Freire: A Framework for Social and Political Liberation 125 vi Chapter Seven The Human Person as a Social Being 141 Part Four Integral Liberation 165 Chapter Eight