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The Practice of Equality | 21 → SARAH GALLOWAY 1 Rancière, Freire and Critical Pedagogy Whilst studying for a PhD in adult education, I engaged in the task of comparing Paulo Freire’s Pedagogy of the Oppressed (1972) with Jacques Rancière’s book, The Ignorant Schoolmaster (1991). I had no qualifying undergraduate degree in social sciences or philosophy, but as a time-served computer programmer I utilised basic tools of logic to create an analysis. My interaction with the theorists’ ideas was informed by personal experiences of education and politics rather

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Five ← 48 | 49 →   F IVE Paulo Freire, Pedagogy of the Oppressed (1969) Roberto H. Bahruth and Donaldo Macedo I consider the fundamental theme of our epoch to be that of domination —which implies its opposite, the theme of liberation , as the objective to be achieved. It is this tormenting theme which gives our epoch the anthropological character mentioned earlier. In order to achieve humanization, which presupposes the elimination of dehumanizing oppression, it is absolutely necessary to surmount the limit-situations in which people are reduced to things

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Education and The Crisis of Public Values | 116 → 8. Paulo Freire and the Pedagogy of Bearing Witness A t a time when public memory is being erased and the social relevance of education is forgotten in favor of a language of measurement and quantification, it is all the more important to remember the legacy and work of Paulo Freire. Freire is one of the most important educators of the twentieth century and is considered one of the most significant theorists of “critical pedagogy”—the educational movement guided by both passion and principle to help students

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Radical Imagine-Nation | 31 → CHAPTER THREE Critical Pedagogy, Leadership AND Institutional Reform Paulo Freire’s “Formative Time” at the Social Services of Industry TRICIA M. KRESS While a number of authors cite Paulo Freire in their scholarship about leadership (e.g., Miller, Brown, & Hopson, 2011; Shields, 2004; Watkins, 2012; Weiner, 2003), and some works claim to learn lessons about leadership from Paulo Freire (e.g., Kaak, 2011), to date, there is very little leadership literature that discusses Paulo Freire’s actual views on educational leadership

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educational psychology reader | 173 → CHAPTER FOURTEEN Eating, Drinking, and Acting The Magic of Freire Herb Kohl I must confess that I am somewhat afraid of people who tell me that they do not like to eat. I become a little suspicious. — Paulo Freire, The Politics of Education (1985), p. 196. Spring 2007 Dear Paulo, This letter is to your spirit, since your inspiring presence is no longer with us. I remember the first time we met at Jack London’s house in Berkeley in the early 1970s. We had feijoada in your and your wife Elsa’s honor, a delicious stew full

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La contemporaneidad del mito en Aníbal Núñez Emilio Salgado Freire (A Coruña) En el convulso panorama de la poesía española de los años setenta, uno de los elementos más novedosos será la incorporación de personajes contemporáneos en el universo mitológico, acabando así con la necesidad del rasgo sagrado o sobrenatural en tales personajes, aunque igualmente estos nuevos mitos se convertirán en representaciones del imaginario popular, e incluso en anclajes fantasiosos a un mundo real asfixiante e incoherente. En el caso del poeta salmantino Aníbal

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Photo/Objet/Concept ←78 |  79→ Les diapositives comme dispositif de transition Cristina Freire Les diapositives et les associations diapositive-cassette (les dispositifs audiovisuels) ont joué un rôle important de charnières entre cinéma et photographie sur le plan technique et conceptuel, en alliant l’expérimental au documentaire, d’une manière caractéristique de certaines pratiques artistiques des années 1970. La possibilité de créer des assemblages non linéaires et des séquences non narratives, la superposition de plans dans un agencement de projection

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An Encyclopedia of Communication Ethics | 172 → CHAPTER 34 Paulo Freire Literacy of Dialogue LEEANNE M. BELL M c MANUS Paulo Freire was born on September 19, 1921 in Recife, Pernambuco, Brazil, one of the most impoverished parts of the nation. Due to economic constraints within his family, he experienced interruptions in his education; however, this did not stop him from earning his Ph.D. and becoming an influential educator, humanitarian, and theorist. Known for transforming education by his words and actions, he advocated for education that would not only

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· 4 · hope, despair, and liberation: Paulo Freire and Educational Struggle Paulo Freire has long been regarded as a pedagogue of hope. The link be- tween hope and education has been explored by a number of thinkers over the centuries (see Halpin, 2003). Freire addresses this theme most directly in Pedagogy of Hope (Freire, 1994), but references to hope appear frequently in his other writings, from the classic early text, Pedagogy of the Oppressed (Freire, 1972a) to posthumously published books such as A Pedagogy of Indignation (Freire, 2004) and Daring to

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Happiness, Hope, and Despair ← 50 | 51 → ·4· HOPE, DESPAIR, AND LIBERATION: Paulo Freire and Educational Struggle Paulo Freire has long been regarded as a pedagogue of hope. The link between hope and education has been explored by a number of thinkers over the centuries (see Halpin, 2003). Freire addresses this theme most directly in Pedagogy of Hope (Freire, 1994), but references to hope appear frequently in his other writings, from the classic early text, Pedagogy of the Oppressed (Freire, 1972a) to posthumously published books such as A Pedagogy of