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on education, without being political, is not possible.” Paulo Freire, Pedagogia da autonomia (1996: 65) [Translation into English by Katharina Glas]

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conviction cannot be argued with, but to read entirely through our own lenses results in a peculiar loss of vision. In this study, I did not wish to sacrifice or ignore the important claims that various waves of feminism have raised and continue to raise. Not only do I personally and with great passion share in many of these claims, but I believe that Lewis’s achievement affirms many of their root hopes, as I hope to have shown. But in any revolution, as Paulo Freire has pointed out, it is all too likely for an oppressed people, once liberated, to

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importance. These gifts became a treasury that I wanted to throw open for my students. This impulse seduced me into the banking model of teaching. Paolo Freire (2005) describes the banking model of education as one in which stu- dents passively receive knowledge from instructors who view their knowledge as a gift that they share. The privilege of being able to give creates a sepa- ration between the instructor and the student. It also assumes that students are deficient (72). This mode of instruction reinforces systems of oppression: instructors who follow this model

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- sults, while students in schools are becoming increasingly disaffected, there is an urgent call to re-think the significance of our teaching contents and of our pedagogical goals and practices as a whole. Based on the findings of this re- search investigation, and in line with the principles of Critical Pedagogy I sub- scribe to (e.g. Freire 1970/2008, 1996/2004, Klafki 1991/2007, Pinto 2008, Prie- 16 to 2001, Norton & Toohey 2004), part IV proposes some specific measures for initial and in-service teacher training, material design, and governmental poli- cies

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(Arica) 41:2, 287-298. Franklin, J. (2011). “Camila Vallejo. Latin America's 23-year-old new revolu- tionary folk hero”. The Observer, October 9, 2011. http://www.guardian.co.uk/world/2011/oct/08/camila-vallejo-latin- america-revolutionary. Last access: 28/10/11. Freire, P. (2004). Pedagogía de la autonomía. México: Siglo XXI Editores. (First edition in Portuguese 1996. Pedagogia da Autonomía. São Paulo: paz e terra). Freire, P. (2008). Pedagogía del oprimido. Buenos Aires: Siglo XXI Editores. (First edition in Portuguese: 1970). Frenzel B., M. (2005). “Para

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Clifford and George A. Marcus. Berkeley: U of Cali- fornia P, 1986. 194–233. Franklin, V. P. Living Our Stories, Telling Our Truths. New York. Oxford UP, 1995. 170 Works Consulted  Frazer, James G. The Golden Bough: A Study in Magic and Reli- gion. Vol. l. New York: Macmillan, 1911. Freire, Paulo. Pedagogy of the Oppressed. New York: Herder, 1970. Geertz, Clifford. The Interpretation of Cultures. New York: Basic Books, 1973. Gilkes, Cheryl Townsend. “Mother to the Motherless, Father to the Fatherless:” Power, Gender, and Community in

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prima (2002). He also edited O sol na crista do galo (2003), Derradeira escolma ferida (2003) and O Grove: canción do sol e do vento (2005), all by Manuel Lueiro Rey. Finally, he edited Poesía galega completa (2004) and Semblanzas, crónicas e artigos (2004) by Celso Emilio Ferreiro. His most recent publications are Lugrís Freire. Vida e obra (2006), Lugrís Freire. Biografía e antoloxía (2006) and Conversas con Celso Emilio Ferreiro (2009). MARÍA XESÚS NOGUEIRA has a PhD in Galician Literature and is Associate Professor of Galician Literature at the University

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and Mirror. London: Macmillan, 1993. Ford, Paul F. Companion to Narnia. 4th ed. New York: HarperCollins, 1980. _____. “The Lion, the Witch and the Wardrobe.” The C.S. Lewis Readers’ Encyclopedia. Eds. Jeffrey D. Schultz and John G. West Jr. Grand Rapids, MI: Zondervan, 1998. 253–4. Fredrick, Candice and Sam McBride. “Battling the Woman Warrior: Females and Combat in Tolkien and Lewis.” Mythlore 25: 3/4 (Spring/Summer 2007): 29–42. _____. Women Among the Inklings: Gender, C.S. Lewis, J.R.R. Tolkien, and Charles Williams. Westport, CT: Greenwood, 2001. Freire

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John Hartley 276, 278 Fitting, Peter xiii, xvi, 233–5, 283 Flight from Nevèryon 150 Foucault, Michel 16, 153, 183–4, 188 Foulkes, A. P. 276 Foundation 181 Fourier, Charles 5, 22, 188 Freire, Paolo 287n Freud, Sigmund 8, 21, 23–4, 33–4, 212 Friedan, Betty 56, 84 From the Legend of Riel 57 Fromm, Eric xiii Frye, Northrop 31–4 Furies, The 270 futurism 193–4 Garden of Eden 1, 68 Gearhart, Sally xxi, 40, 57, 188, 232, 232n, 237, 259 genre xv, xxiiin, 6, 8, 10–11, 22–3, 29–35, 37, 40–2, 49–50, 53, 57–8, 60, 78–9, 84–5, 109, 118, 141–3, 149–56, 158–60, 180

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to Narnia. 4th ed. New York: HarperCollins, 1980. Fowler, Alastair. “Notes to ‘After Ten Years.’” The Dark Tower and Other Stories. Ed. Walter Hooper. New York: Harcourt Brace Jovanovich, 1977. 157–58. Fredrick, Candice and Sam McBride. Women Among the Inklings: Gender, C.S. Lewis, J.R.R. Tolkien, and Charles Williams. Westport, CT: Greenwood, 2001. Freire, Paulo. Pedagogy of the Oppressed. 1970. 30th anniversary ed. Trans. Myra Bergman Ramos. Intro. Donaldo Macedo. 2000. New York: Continuum, 2003. Frenschkowski, Helena. “Women in Love—Spirits in