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Mentoring the Mentor

A Critical Dialogue with Paulo Freire

Paulo Freire, James W. Fraser, Donaldo Macedo and Tanya McKinnon

Mentoring the Mentor recreates a Freirian dialogue in a printed format. In this volume, sixteen distinguished scholars engage in a critical and thoughtful exchange with Paulo Freire. While some contributors voice appreciation for Freire's ideas and for what it means to «reinvent Freire» in a North American context, others offer sharp critiques of Freire's philosophy and, of equal importance, of the various interpretations of his work. A variety of chapters describe specific uses which have been made of Freire's ideas in diverse educational contexts, from the New York City public schools to the revolutions in Guinea Bissau and Eritrea. Finally, Paulo Freire himself responds to the major issues which are raised in the volume and invites readers to share in a continuing lively dialogue about the meaning of democratic and revolutionary education.
«The fundamental task of the mentor is a liberatory task. It is not to encourage the mentor's goals and aspirations and dreams to be reproduced in the mentees, the students, but to give rise to the possibility that the students become the owners of their own history. This is how I understand the need that teachers have to transcend their merely instructive task and to assume the ethical posture of a mentor who truly believes in the total autonomy, freedom, and development of those he or she mentors.» (from Chapter Sixteen, «A Response» by Paulo Freire)
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Chapter 20 CHAPTER TWENTY On the Streets with Paulo Freire and Simone Weil, Talking With Gamilaraay Students About Hèlio Oiticica CHARLOTTE SEXTON Paulo Freire stated, “Hope is an ontological need. Hopelessness is but hope that has lost its bearings, and become a distortion of that ontological need” (2004, p. 2). Time in the world dries all tears and the unforgiven is forgotten. But it is not enough that tears be wiped away or death avenged. Emmanuel Levinas stated that “hope then is to hope for the reparation of the irreparable; it is to hope for the present

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educational psychology reader | 163 → SECTION IV Paulo Freire’s Legacies

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Radical Imagine-Nation | 7 → PART ONE Reinventing Freire

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SECTION IV Paulo Freire’s Legacies d_ch 13 thru 24_EdPsychReader_2013 11/9/2013 3:31 PM Page 163 d_ch 13 thru 24_EdPsychReader_2013 11/9/2013 3:31 PM Page 164 If we reflect on the fact that our human condition is one of essential unfinishedness, that, as a consequence, we are incomplete in our being and in our knowing, then it becomes obvious that we are “programmed” to learn, destined by our very incompleteness to seek completeness, to have a “tomorrow” that adds to our “today.” In other words, wherever there are men and women, there is always and

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Pedagogy of Insurrection | 133 → ·2· COMRADE FREIRE I t surely is the case that the age 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 desecrating the very heart of what it means to live and to learn. It is my

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About the book About the book 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

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Title PAULO FREIRE The Global Legacy EDITED BY MICHAEL A. PETERS AND TINA BESLEY Foreword by Ana Maria (Nita) Araújo Freire PETER LANG New York • Bern • Frankfurt • Berlin Brussels • Vienna • Oxford • Warsaw

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Contents   Table of Contents Acknowledgments Foreword: The Understanding of Paulo Freire’s Education: Ethics, Hope, and Human Rights Ana Maria (Nita) Araújo Freire Introduction: Paulo Freire: The Global Legacy Michael A. Peters and Tina Besley Section 1: Theoretical Perspectives—Reclaiming the Legacy Chapter One: Reflections on Paulo Freire, Critical Pedagogy, and the Current Crisis of Capitalism Peter McLaren Chapter Two: Paulo Freire and the Continuing Struggle to Decolonize Education Antonia Darder Chapter Three: Equity as Critical Praxis: The Self

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Acknowledgments   Acknowledgments Thanks to the Administrators at the Centre for Global Studies in Education, University of Waikato, Courtney White, Sabrina Van Saarloos and Maggie Lyall for editorial assistance in preparing this manuscript. We are grateful for the continued excellent support from the Peter Lang team. Thank you to the Philosophy of Education Society of Australasia for sponsorship funding assistance for the conference ‘Paulo Freire: The Global Legacy,’ from which this work is derived. ← xi | xii → ← xii | xiii →