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MULTICULTURALISM: APPROXIMATIONS BETWEEN PAULO FREIRE AND BOAVENTURA SANTOS The debate over social emancipation and multiculturalism is nestled in the thoughts of Paulo Freire and Boaventura de Sousa Santos, thinkers whose theoretical constructions cross paths and possess a high level of proximity, which I will discuss further in this chapter. Santos takes on a fresh view of emancipation. His thinking arises from delving more deeply into the democratic perspective that contemplates dialogue between subjectivity, citizenship, and emancipation. For the author, in current contexts

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Chapter 18 CHAPTER EIGHTEEN Pakistan in Praxis: The Development of a Peer Education Programme as a Tool Kit in Developing Young People for Critical Consciousness ALETHEA MELLING AND WAJID KHAN INTRODUCTION The purpose of this chapter is to discuss how the pedagogy of Paulo Freire has been successfully combined with transformational leadership training techniques in the development and delivery of a peer leadership programme for young people in Pakistan. It will explore how a group of University of Central Lancashire Community Leadership students from the

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Chapter 31 CHAPTER THIRTY-ONE Decolonizing Ways of Knowing: Communion, Conversion, and Conscientization JON AUSTIN INTRODUCTION The struggle to know and name the world is a central aspect of any decolonizing project, and Freire’s notion of conscientização (conscientization) refers to a form of critical engagement with the realities of the lived experience of the colonized world. It is not enough to know the world; knowledge must be brought to bear on changing the world. This chapter looks to draw together three key ideas from decolonial activists to anchor an

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Chapter 22 CHAPTER TWENTY-TWO The Customer Knows Best: The Opposite of the Banking Concept in the Case of the United Arab Emirates LIZ JACKSON Freire’s Pedagogy of the Oppressed (1989) has inspired a generation of educators to teach with the transformation of co-creative student learners in mind. To engage in dialogue rather than deposit information is at the heart of the critique of banking education, encouraging educators to be mindful of students’ best interests, as understood by the students themselves. This pedagogy is seen as inherently political and

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rights. This chapter seeks to explore how Freire’s pedagogy and the rich and colourful Traveller tradition of storytelling can be used successfully to engage the Traveller community in the production of a creative yet critical monologue that will facilitate not just reading, but reading their own reality and the development of a hopeful praxis. Moreover, it explores how the act of dialogue is an act of sharing a gift, the gift of education. In this chapter, we discuss how a group of undergraduates formed a learning community with the Travellers and how this became a

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interdependence of humanity, and valuing acceptance and cooperation. What is “taught” or not “taught” in universities has profound implications for the creation of social change or the strengthening of the status quo. As was previously suggested, globalization is creating new political, social, and economic realities that cannot be ignored, and it will be the role of education to promote intercultural understanding, values, and beliefs that would question the legitimacy of these realities. The work of Paulo Freire, the famous influential Brazilian educator, provides a roadmap

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Chapter 10 CHAPTER TEN The Popular Education Network of Australia (PENA) and Twenty-First-Century Critical Education TRACEY OLLIS, JO WILLIAMS, ROB TOWNSEND, ANNE HARRIS, JORGE JORQUERA, AND LEA CAMPBELL INTRODUCTION Drawing on the philosophies and writings of Paulo Freire regarding education as activism, this chapter explores the history and activities of the Popular Education Network of Australia (PENA). The network, founded in 2009, involves educators, academics, and community workers working together on issues relating to critical pedagogy and social change

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Copyright Library of Congress Cataloging-in-Publication Data Paulo Freire: the global legacy / edited by Michael A. Peters, Tina Besley. pages cm. — (Counterpoints: studies in the postmodern theory of education; v. 500) Includes bibliographical references and index. 1. Freire, Paulo, 1921–1997. 2. Education—Philosophy. I. Peters, Michael A. II. Besley, Tina, author, editor of compilation. LB880.F732P378 370.11’5—dc23 2014025302 ISBN 978-1-4331-2532-4 (hardcover) ISBN 978-1-4331-2531-7 (paperback) ISBN 978-1-4539-1408-3 (e-book) ISSN 1058-1634 Bibliographic

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against both the construct of (white) truth and logicality that underpin constructions of Western curricula and social policy. Framing this discussion are Paulo Freire’s culture-nature dichotomy and Kincheloe’s concept of “multi-logicality” (critically viewing white Western ways (www) replicated through a curricula of outcomes, experiences, and epistemologies). Constructing and conceptualising measurement and thus quantity as being both moveable and experiential (potentially) rejects the logicality currently assumed within documented white-centric curricula and

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excellence is this, that tepidly registers the millions of children who come into the world and do not remain, or not for long, or if they are more resistant, manage to stay a while, then take their leave of the world? (Freire, 1994, p. 94, as cited in McLaren, 2000, p. 191) As a teacher, now teacher-educator, and of course as a human being, I am fundamentally concerned with the question of what we might do, in and through education, to advance the struggle for a more socially just world. The everyday horrors of “living normal,” poor and marginalised, as more than 5