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Paulo Freire

The Global Legacy

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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 Twenty-Six: Voices of Resistance: Positioning Steiner Education as a Living Expression of Freire’s Pedagogy of Freedom

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CHAPTER TWENTY-SIX

Voices of Resistance: Positioning Steiner Education as a Living Expression of Freire’s Pedagogy of Freedom

ALTHEA LAMBERT

The world becomes empty and barren, unless something can arise anew again and again from the essence of human nature—something that permeates outer perception with soul and spirit. Therefore, when we educate this way, we give the human being full freedom and vitality for the rest of life.

—RUDOLF STEINER, 1927/1997, P. 76

INTRODUCTION

Voices of resistance are voices raised or expressed in resistance to unquestioningly accepting a loss of personal voice in favour of adopting the common or socially sanctioned voice. The socially sanctioned voice speaks for you, whereas the voice of resistance speaks from you. In this chapter, the voices of resistance come from young women1 who, at the time of speaking (2009), were students at a Rudolf Steiner high school in Aotearoa-New Zealand. Their voices emerge from a year of intense, regular, critical conversations, which were the substance of a phenomenological study exploring the lived (or living) experience of Steiner education. This study culminated in my doctoral thesis (Lambert, 2011) and has unfolded for the first time in the literature the experience of Steiner education through the voices of the young women students. What our study showed overwhelmingly was that these young women experienced a deep sense of belonging with school and their ← 409 | 410 → school community, and with(in) themselves. They described their educational...

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