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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

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Freire, Teaching, and Learning

Culture Circles Across Contexts- Foreword by Ira Shor- Afterword by William Ayers

Mariana Souto-Manning

In this book, Paulo Freire’s culture circles cross linguistic, cultural, and socioeconomic borders to work across contexts in the U.S. (early education, pre-service and in-service teacher education) and in Brazil (adult education). Freire, Teaching, and Learning makes culture circles accessible to those seeking to embrace equity and democracy through everyday educational practices.
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Chapter 2 CHAPTER TWO Paulo Freire and the Continuing Struggle to Decolonize Education 1 ANTONIA DARDER More than forty years after Paulo Freire’s (1971) book Pedagogy of the Oppressed was first released in English, the inequalities and injustices that he was addressing then continue to persist in the United States and around the world. In many instances these conditions have worsened in the past two decades, with the infusion of neoliberal imperatives of privatization, deregulation, and the free market into practices of education. It is important then to begin

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Chapter 36 CHAPTER THIRTY-SIX Freire and Skinner: Is There Space for a Dialogue on Education? DENISE BACHEGA AND JOãO DOS SANTOS CARMO INTRODUCTION Although there is extensive academic production of behavior analyses focused on education, some studies suggest that in the Brazilian educational context there are many misconceptions and poorly founded criticisms regarding the value of their contributions to education. In contrast, Freire’s liberating education has had great impact and acceptance in the global educational community. Freire and Skinner lived and

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Chapter 16 CHAPTER SIXTEEN Shattering Silence in Kinshasa—Reading the World With Freire Under the Mango Tree HOLGER NORD It could be said that Africa invented Man, that the Semites invented God and that Europe invented the world . (M AZRUI , 1986, p. 23) The more historically anesthetized [we are,]…the less future we have . (F REIRE , 1997, p. 101) INTRODUCTORY NOTES: SILENCE—READING—MANGO TREES Shattering Silence When writing his book Cultural Action for Freedom , Paulo Freire (1972a) noted that masses are educated within and through a culture of silence that

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Chapter 1 CHAPTER ONE Reflections on Paulo Freire, Critical Pedagogy, and the Current Crisis of Capitalism PETER MCLAREN It surely is the case that the age in which we inhabit so precariously demands manifestos, not desiderata or credos. Unless, of course, those creeds can become manifest as a rallying cry, a canticle for the undead slaves toiling in capitalism’s grim hostelry, forceful enough to be heard beyond the sepulchers and catacombs where schooling, as a proprietary field entombed by its own unforgiving success, has been consigned for all eternity for

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Christoph Rösch

«Wer in der Bildungs- und Erziehungsarbeit engagiert ist, v.a. im Zusammenhang mit Aufgaben in Übersee - sei es Entwicklungsdienst, Mission oder ökumenische Bewegung - kommt an Paulo Freire nicht vorbei. Wer aber nicht alle Werke von und über Freire lesen will oder sich beschaffen kann, findet in dem hier vorgelegten Buch das Wichtigste, einen Leitfaden durch das pädagogische Konzept und die politischen Auswirkungen der Alphabetisierung und Erwachsenenbildung, die zur Befreiung beitragen soll.» (Götz Hünemörder, Dienst in Übersee.)
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Chapter 25 CHAPTER TWENTY-FIVE A Dialogue About Dialogue: Freire and Bakhtin Talk Pedagogy in Response to Percy’s “Problem” LEON BENADE AND E. JAYNE WHITE PERCY’S “PROBLEM” In the paper “The Problem With Percy” (Bailin, 1999), a teacher laments the fate of her graduate student, Percy, who is having difficulty in a graduate class that requires him to engage in critical writing. Percy’s problem, according to Bailin, is that he is unable to engage in critical thinking. Her claim is based on his inability to consistently conceptualise, argue, and theorise ideas in