pedagogy of the oppressed 50th anniversary edition

Freire critiques this model and suggests that it teaches students to adapt to an oppressive world, instead of teaching them how to view the world critically. In this “banking model” of education, a teacher “deposits” facts into the mind of the students, who have to memorize and recall them.

He breaks down the traditional relationship between teachers and students, in which teachers have power and knowledge, but the students do not. Leaders in this fight must exist in dialogue with oppressed people, rather than becoming like oppressors.Ĭhapter 2 introduces Freire’s theories on education. Freire asserts that the fight for liberation must consist of two stages: reflection on the nature of oppression, and then concrete action to change it. Oppressors treat people like objects to be possessed and see freedom as threatening oppressed people become alienated from each other and begin to see their oppressors as good. Freire then discusses the ways that oppression affects the consciousness of oppressors and oppressed people. This introduces the central problem of the book: how to create an education system with oppressed people, for oppressed people, that will help them become more free. Freire argues that oppressed people can regain their humanity in the struggle for liberation, but only if that struggle is led by oppressed people.

Although all people strive toward this affirmation, it is constantly being interrupted by systems of oppression that exploit, and do violence to, oppressed people. He begins by identifying “humankind’s central problem”-the problem of how we affirm our identities as human beings. In Chapter 1, Freire makes the case for why a “pedagogy of the oppressed” is necessary. Freire reflects on the incompleteness of his work, pointing out that the reader can view it critically and find aspects of his argument that even he has missed. According to Freire, the educational model he posits can only be successful if its participants have been radicalized. Freire also acknowledges potential criticisms of his theories as being too idealistic or reactionary and acknowledges that the book is written “for radicals.” He directly contrasts sectarianism-a belief system that misrepresents the world and tries to prevent change-with radicalization, a commitment to significant social change and human liberation.

While trying to spur critical consciousness (or conscientização) in his students, Freire realized that many of them harbor a “fear of freedom.” However, he posits that this fear is not really a fear of freedom, but a fear of the risks associated with freedom. In the preface, Freire discusses how Pedagogy of the Oppressed came to be, noting that it is based on his past experiences as a teacher in Brazil and his observations from the period in which he was in political exile.

Pedagogy of the oppressed 50th anniversary edition