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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 Eleven: Freire’s Legacy for Communities Seeking Change in Sub-Saharan Africa



Freire’s Legacy for Communities Seeking Change in Sub-Saharan Africa



The 1960s and ’70s were a time of optimism for emerging nations across Africa. Independence had been successfully negotiated in the 1960s by such countries as Botswana, Zambia, Tanzania, and Senegal and armed struggle across Portuguese African colonies, combined with political changes back in Portugal, led to independence in Angola, Guinea-Bissau and Cape Verde, and Mozambique in the mid-1970s.

Paulo Freire was involved with some of these emerging nations, especially Guinea-Bissau, which he visited a number of times and which is the subject of Pedagogy in Process: The Letters to Guinea-Bissau (Freire, 1978). Freire’s book outlines his guidance to and interaction with educators involved in establishing a new approach to literacy and post-literacy, as well as Freire’s reflections on different aspects of his visits to the country.

The new regime in Guinea-Bissau envisaged a radical, revolutionary approach to education and Freire was enlisted “as a collaborator” to help them design a mass literacy programme. This approach intended a “radical transformation of the educational system inherited by the colonizers” (Freire, 1978, p. 14) in which Freire saw literacy education as a “political act, directly related to production, to health, to the regular system of instruction, to the overall plan for the society to be realised” (1978, p. 13). ← 187 | 188 →

Apart from his more extensive involvement in Guinea-Bissau, Freire was involved with the...

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