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Pedagogy of the Oppressed

Pedagogy of the Oppressed

Paperback

By (author) Paulo Freire, Translated by Myra Bergman Ramos, Foreword by Richard Shaull

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  • Publisher: Penguin Books Ltd
  • Format: Paperback | 176 pages
  • Dimensions: 128mm x 196mm x 12mm | 82g
  • Publication date: 25 January 1996
  • Publication City/Country: London
  • ISBN 10: 014025403X
  • ISBN 13: 9780140254037
  • Sales rank: 2,720

Product description

This text argues that the ignorance and lethargy of the poor are the direct result of the whole economic, social and political domination. The book suggests that in some countries the oppressors use the system to maintain a 'culture of silence'. Through the right kind of education, the book suggests, avoiding authoritarian teacher-pupil models and based on the actual experiences of students and on continual shared investigation, every human being, no matter how impoverished or illiterate, can develop a new awareness of self, and the right to be heard.

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Author information

Paulo Freire (1921-1997) was a Brazilian educational theorist.

Table of contents

Chapter 1: the justification for a pedagogy of the oppressed; the contradiction between the oppressors and the oppressed, and how it is overcome; oppression and the oppressors; oppression and the oppressed; liberation - not a gift, not a self-achievement, but a mutual process. Chapter 2: the "banking concept" of education as an instrument of oppression - its presuppositions - a critique; the problem-posing concept of education as an instrument for liberation - its presuppositions; the "banking" concept and the teacher-student contradiction; the problem- posing concept and the supersedence of the teacher-student contradiction; education - a mutual process, world-mediated; people as uncompleted beings, conscious of their incompletion, and their attempt to be more fully human. Chapter 3: dialogics - the essence of education as the practice of freedom; dialogics and dialogue; dialogue and the search for programme content; the human-world relationship, "generative themes", and the programme content of education as the practice of freedom; the investigation of "generative themes"; the various stages of the investigation. Chapter 4: antidialogics and dialogics as matrices of opposing theories of cultural action - the former as an instrument of oppression and the latter as an instrument of liberation; the theory of anti-dialogical action and its characteristics; conquest, divide and rule, manipulation, and cultural invasion; the theory of dialogical action and its characteristics - cooperation, unity, organization and cultural synthesis.