Show Less
Restricted access

Paulo Freire

The Global Legacy

Series:

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.
Show Summary Details
Restricted access

Chapter Twelve: Autoethnography in a Kabyle Landscape

Extract

CHAPTER TWELVE

Autoethnography in a Kabyle Landscape

SI BELKACEM TAIEB

INTRODUCTION

In my father’s time in the mid-1900s, the Algerian labor force was expatriated to France and stacked in dormitories to work in French factories. I remember my father telling me that he used to have only one day off work a week. It was the only day he would get to do his cleaning tasks. Today, our people are lodged in suburbs, also called Zones of Educational Priority (geographical area within a city where resources in education are invested to “help” the immigrant to integrate into the society) or Prioritized Zones for Urbanization (ZUP). A ZUP is focused on answering the shortage of accommodation. It is a policy that took place in France between 1959 and 1967. A ZEP (Educationary Priority Zone) refers to cities or regions that received, in 1981, extra funding for the building of supplementary schools where “education” was an emphasis. We can of course understand what “education” meant knowing that in reality these places are used to park all the “Others” from different cultural and low economic backgrounds into social projects. It is the place where we had to surrender our self-esteem and identities in order to possibly gain access to the developed and rich world that began on the other side of the boulevard.

You are not authenticated to view the full text of this chapter or article.

This site requires a subscription or purchase to access the full text of books or journals.

Do you have any questions? Contact us.

Or login to access all content.