The Global Legacy
Edited By Michael A. Peters and Tina Besley
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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