Pedagogy of Freedom: Ethics, Democracy, and Civic Courage (Critical Perspectives Series: A Book Series Dedicated to Paulo Freire)

Pedagogy of Freedom: Ethics, Democracy, and Civic Courage (Critical Perspectives Series: A Book Series Dedicated to Paulo Freire)

Paulo Freire

Language: English

Pages: 176

ISBN: 0847690474

Format: PDF / Kindle (mobi) / ePub


This book displays the striking creativity and profound insight that characterized Freire's work to the very end of his life-an uplifting and provocative exploration not only for educators, but also for all that learn and live.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

virtue of coherence, among other virtues. There is nothing that so damages a so-called progressive teacher as much as a racist attitude, a racist modus vivendi. It’s interesting to observe how much more coherence exists among authoritarian intellectuals, whether of the right or the left. It is rare to come across one who respects or stimulates critical curiosity in their students, the taste of adventure. Rarely do they deliberately contribute to the building of a solid autonomy in their students.

believe in the human person, continue to struggle for legislation that would protect people from the unjust and aggressive inroads of those who have no regard for an ethical code that is common to us all. The freedom of commerce cannot be ethically higher than the freedom to be human. The freedom of commerce without limits is no more than the license to put profit above everything else. It becomes a privilege of the few, who in certain favorable conditions increase their own power at the expense

dominant social order. For this reason, Grace Mitchell, a former master’s degree student in the Risk and Prevention Program at the HGSE, experienced firsthand the backlash against critical theory when she insisted on questioning the program’s deficit orientation model and the lack of any analysis that would link “risk” with the social, economic, political, and cultural factors that both shape and maintain oppressive conditions that generate “risk.” After raising her concerns on several occasions

regarding the study of “at risk” students with respect to the racist ideology within which these students exist, she was finally told in her exit interview by her site supervisor that she had been right after all and that the program does not sufficiently deal with issues of race. However, Mitchell’s site practicum supervisor concluded that she was preparing something on race that she hoped would become part of the program. After the Risk and Prevention Program resisted Mitchell’s suggestions

something to do, perhaps, with having come myself from the ranks of an oppressed people. That discipleship took on a more intensely focused perspective after we met in Paris in 1974, while he was still in exile, and later on his return to Brazil in 1980. By the time Paulo died, the translation had been two-thirds completed. We had looked at the first third together and he was happy with it. And the last time we spoke, on 30 April 1997, we were making plans to look at the remainder. But that was

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