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Paulo Freire

The Global Legacy


Edited By Michael A. Peters and Tina Besley

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 by Nita Freire as well as chapters from scholars around the world including Latin America, Asia, the United States, United Kingdom, New Zealand, and Australia. With a challenging introduction from the editors, Michael A. Peters and Tina Besley, this much-awaited addition to the Freire archive is highly recommended reading for all students and scholars interested in Freire, global emancipatory politics, and the question of social justice in education.
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Chapter Ten: The Popular Education Network of Australia (PENA) and Twenty-First-Century Critical Education



The Popular Education Network of Australia (PENA) and Twenty-First-Century Critical Education



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 in schools, communities, and adult education contexts. Two symposia have been organised on critical education in Australia. In 2010, Teaching and Learning for Social Justice and Action was the inaugural gathering. In 2012, Freire Reloaded: Learning and Teaching to Change the World featured a diverse range of workshops and Professor Antonia Darder as keynote speaker and observer. Through the perspectives and experiences of six academics involved in PENA, this chapter will explore the group’s activities and reflect on the inspiration drawn from the work of Freire, Darder, and others. Creating spaces for discussion of critical pedagogy affords opportunities for academics, educators, teachers, and activists to reflect on their practice and also leads to further spontaneous networking and planning of action. We argue that there is continuing importance, in fact urgency, in producing places and spaces for conscientisation to occur, and for examples of critical education to be shared amongst twenty-first-century educators. ← 175 | 176 →

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