Torres, Carlos Alberto, Globalizations and Education. Collected Essays on Class, Race, Gender, and the State. Torres, Carlos Alberto, Education and Neoliberal Globalization. Carlos Mora Ninci and Guillermo Ruiz (Compiladores) Carlos A. La sociología política de la educación en perspective internacional y comparada. New York, and London Teachers College Press-Columbia University, 2009. Torres, Carlos Alberto and Pedro Noguera (Editors) Social Justice for Teachers. The Hague, The Netherlands, Sense publishers, 2009. Herrera, Linda, and Carlos Alberto Torres (editors) Cultures of Arab Schooling. The Political Economy of Globalization: The University, The State and Market in the Americas.
Before peer review and panel proposals, Derrida and a dissertation defense, I walked through the halls of a public elementary school in upper Manhattan with 32 9-year-olds. Throughout this past year, my first year teaching writing at an elite private institution on the other end of the country, I’ve found myself often thinking about my first class of fourth-graders, who are now the same age as my first-year college students. So much separates my two cohorts of students: in addition to geography and age, they are vastly different from each other in terms of race, ethnicity and income levels. However, my three years of teaching elementary school were formative for me in a number of ways, not the least of which is that what I learned during those years continues to inspire and inform my pedagogy. On the job market last year I encountered a wide range of responses to my elementary school teaching experience, ranging from pleasure to confusion to dismay.
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Editor’s Note: Reflecting the breadth and depth of top-notch scholarship being pursued by the faculty of Grove City College, the Center for Vision & Values is pleased to release the fourth in a series of exclusive monthly white papers being offered through our faculty White Papers Initiative. In “Paulo Freire: Education as Radical Political Transformation” (8,260 words), dean of the A. Calderwood School of Arts and Letters at Grove City College and fellow for educational policy with the Center for Vision & Values—Dr. Sparks—turns his attention to the “Brazilian educator and educational philosopher Paulo Freire (1921-1997).”Following a brief biographical sketch of Freire, Dr. Sparks delves into the Brazilian’s dissatisfaction with traditional pedagogy, which Freire famously coined a “pedagogy of the oppressed.” Often referred to as the “Latin John Dewey,” Freire was an advocate of progressive education and called for teaching methods which require “a radical redefinition of the relationship between the teacher and the student.” In laying out the three tenets of Freire’s progressivism, Dr. Sparks follows through with a thoughtful critique of each. Yet the author of this white paper notes that progressive Freirean pedagogy is not just “an isolated set of teaching methods, but is part of a larger leftist worldview to which Freire subscribes.” “In fact,” notes Sparks, “Freire has a strong neo-Marxian thrust to his thought.” Conceding that “the version of Freire which most U. teachers have embraced is what could be called a politically sanitized version,” Dr.
Paulo Freire’s work has influenced people working in education, community development, community health and many other fields. Freire developed an approach to education that links the identification of issues to positive action for change and development. While Freire’s original work was in adult literacy, his approach leads us to think about how we can ‘read’ the society around us. For Freire, the educational process is never neutral. People can be passive recipients of knowledge — whatever the content — or they can engage in a ‘problem-posing’ approach in which they become active participants.
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Paulo Freire is one of the most important critical educators of the 20th century. Not only is he considered one of the founders of critical pedagogy, but he also played a crucial role in developing a highly successful literacy campaign in Brazil before the onslaught of the junta in 1964. Once the military took over the government, Freire was imprisoned for a short time for his efforts. He eventually was released and went into exile, primarily in Chile and later in Geneva, Switzerland, for a number of years. Once a semblance of democracy returned to Brazil, he went back to his country in 1980 and played a significant role in shaping its educational policies until his untimely death in 1997. His book, "Pedagogy of the Oppressed," is considered one of the classic texts of critical pedagogy, and has sold over a million copies, influencing generations of teachers and intellectuals both in the United States and abroad.
The Reclamation of Education Paolo Freire makes a number of salient and uncomfortable observations about education in his essay The “Banking” Concept of Education. One of the central points of Freire’s essay, to which he returns again and again, is the notion of the student-teacher interaction in a students’ education; contemporary teachers, he says, “talk about reality as if it were motionless, static, compartmentalized, and predictable.” Today’s teachers are, in short, doing more harm than good. Freire’s ideas overlap significantly with Walker Percy’s concepts of “sovereignty” and “authenticity”, which Percy explores in The Loss of the Creature. Percy would likely find common ground with Freire on a variety of points, saying that contemporary educators are unhealthily “packaging” education, and depriving students of their rightful sovereignty through those shallow, unproductive, and “inauthentic” experiences that comprise a modern American education. Both Walker Percy and Paolo Freire submit a number of cogent and compelling ideas on how to remedy this; Freire posits a “Problem-Posing model” of education as cure, while Percy discusses interdisciplinary randomness (in which Biology students encounter sonnets and English students’ dogfish) as a way of “reclaiming authenticity”.