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Paulo Freire

The Global Legacy

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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-Seven: Bilingual Education, Culture, and the Challenge of Developing Freirean Dispositions in Teacher Education

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CHAPTER TWENTY-SEVEN

Bilingual Education, Culture, and the Challenge of Developing Freirean Dispositions in Teacher Education

JACOB W. NEUMANN

Calls for developing Freirean dispositions among teacher candidates frequently appear in the critical teacher education literature (e.g., Bartolomé, 2004; Darder, Torres, & Baltodano, 2002; Major & Brock, 2003). Within the area of bilingual education, these calls are beginning to be specifically directed toward teacher candidates’ dispositions about culture (e.g., Dantas-Whitney, Mize, & Waldschmidt, 2009). Such calls make sense, because as the bilingual education literature clearly shows, bilingual education fits a Freirean disposition toward culture well. Yet, developing Freirean dispositions toward culture among teacher education students presents significant challenges that have not yet been adequately addressed in the critical literature. In this chapter, I examine these challenges through the context of a social studies methods course that I teach at a university in the United States and through field research I conduct at a local middle school near my university. I find that even though bilingual education suits Freirean dispositions toward culture well, several factors collude to make this a complicated and difficult endeavor: uncertainty about the meaning of the term “culture,” the challenge in changing teacher candidates’ beliefs about education, and, perhaps most importantly, practical and conceptual obstacles to developing Freirean dispositions within teacher education. ← 431 | 432 →

THE SETTING

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