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Radical Imagine-Nation | 9 → CHAPTER ONE Conscientization AS AN Antidote TO Banking Education DONALDO MACEDO One of the challenges of defining Paulo Freire’s coined concept, conscientização , lies not only in the difficulty of pronouncing a Portuguese word (Portuguese speakers also experience varied difficulty pronouncing it), but also in that most definitions of this insightful concept rarely do justice to what Freire had in mind. Freire always insisted that before we even attempt to define conscientizaç ão, we need to adhere to the essence of this

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with the responsibility of reforming schools. In Pedagogy of the Oppressed , Freire (2000) discusses the relationship between knowledge and conceptions of absolute ignorance through ← 149 | 150 → the banking concept of education, where “knowledge is a gift bestowed by those who consider themselves knowledgeable upon those whom they consider to know nothing. Projecting an absolute ignorance onto others, a characteristic of the ideology of oppression, negates education and knowledge as processes of inquiry” (p. 72). Furthermore, he suggests a consideration of “the

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content TABLE OF CONTENTS Table of Figures Preface Book 1: Pedagogy Reframed Paulo Freire’s Critical Pedagogy Phenomenology of Violent Extremism Theory of Hegemonically Provoked Violent Extremism Hegemonic Oppression Banking Hegemony: Analysis of American Strategy on Preventing Violent Extremism Discovering how to Hate Banking American Hegemony: The Global Area Banking American Hegemony: The Domestic Area Violent Extremism Supports Regime Continuity Folktales, Heroes and Violence Min Erhabi? Evolution of the Terrorist Training Curriculum Book 2: The Face of

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) subject-object distinction deriving from Hegel, (2) the nature of human consciousness either as perception or as experience, (3) rejection of consciousness as an entirety and its acceptance by the other side from Gramsci and Freire, (4) the consequent development of a theory of instruction and craft of teaching, and (5) the phenomenon of “inversion” as an explanation of the moral force of the evangelical coming from the left. Each issue is discussed in a chapter devoted to the theme in question, with an appropriate title to guide the reader. This book closes by

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Table of Contents   Table of Contents   Figures Preface Introductions to Joe (L. Kincheloe) Chapter One: Freire’s Presence in Post-formalism Pedagogy, a Foreword Donaldo Macedo Chapter Two: Doing Post-formalism with Joe’s Help Ana Cruz Chapter Three: Radical Love Shirley R. Steinberg Chapter Four: The Blue(s) Road of Knowledge Vincent Pieterse Chapter Five: Introduction to Post-formalism as a Way of Life Hans Jansen Right Now: Critical Pedagogy and Post-formalism Chapter Six: Critical Pedagogy, Equality, and the Future of Schooling Gert Biesta Chapter Seven

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in Paris. He also has had a long career as an organizational consultant specialized in narrative, tacit knowledge, and complexity theory. Ana Cruz teaches at St. Louis Community College. She is a scholar proudly of mixed-race Brazilian background, who first encountered Paulo Freire’s work as a youth. Hans Jansen is (emeritus) Professor of Pedagogical Innovation and Ethics at the University of West of England, Bristol (U.K.). Prior to that he was a reader at the University of Applied Sciences Utrecht. He is a leading figure in ecological pedagogy in the

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Chapter 02 ← 8 | 9 → CHAPTER TWO Doing Post-formalism with Joe’s Help ANA CRUZ Interviewer Hans Jansen   Introduction Ana Cruz is a critical scholar and she was a friend of Joe L. Kincheloe. Ana Cruz’s research interests include critical pedagogy, social justice education, multicultural/international education, and music and deafness. Ana was featured as one of the “Important Figures in the Emergence of Critical Pedagogy” in Joe L. Kincheloe’s book Critical Pedagogy Primer (2 nd edition). Ana was the chairperson of the AERA Paulo Freire SIG (April 2006 to 2008

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Multicultural: Stories of Political and Cultural (Mis)Understandings ← 22 | 23 → Miguel Vale de Almeida Multicultural: Stories of Political and Cultural (Mis)Understandings 1 Brazilian sociologist Gilberto Freire’s masterwork Casa-Grande e Senzala ( The Masters and the Slaves ) was published in the early 1930s. Freire’s main contention was that Brazilian society was the outcome of a specific process of colonisation by the Portuguese. That process consisted of a plantation society – in north-eastern Brazil – where the white masters lived in close proximity to

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dominant in the Western discourse of education and another body of knowledge from a non-Western region, I will create a new education framework, blending two theories of education from two nations. One theory comes from Japan and is known as Seikatsu Tsuzurikata, a grassroots literacy movement that originated in the early 20th century. My other example comes from Brazil. It is Paulo Freire’s critical pedagogy. In the following section, I first delineate the historical development of these two pedagogies, focusing on the purposes and methods central to each one. I then

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Peter McLaren and Joe L. Kincheloe

Our educational system is in turmoil. Many would argue that it has been assaulted and oversimplified by the right. There is growing concern that we are becoming a liberal nation-state with an increasingly anti-liberal population and an electorate that is disinterested in politics. In this globalized world, the power of capital is so great that opposition to it is often discouraged and disheartened, leaving many citizens few political precepts by which to consider their institutions. This contemporary failure of vision has opened the way for the unimpeded return of the philosophy of the free market. As a result, social and educational policies are debated almost solely in terms of how they fit with the needs of the market. Social and ethical understandings are replaced by a failed economic theory that requires a radical constraint of our political and economic choices. Compassion for the poor, the market lets us know, is wrong-headed because any interference with the labor market will always result in unfortunate economic and social consequences. Moral issues are eclipsed by market needs. In Critical Pedagogy: Where Are We Now? the contributors discuss how the field of critical pedagogy should respond to such dire conditions in a way that is theoretically savvy and visionary, while concurrently contributing to the struggle to improve the lives of those most hurt by them. Critical Pedagogy is essential reading for every classroom teacher and pre-service teacher. It is also a valuable tool for use in undergraduate and graduate-level classrooms.