A Critical Analysis of Freirean Pedagogy

Hodgkins, Andrew P.

doi:10.1177/1541344608322914

Cited by 3 publications

(1 citation statement)

References 8 publications

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“…(Zachariah, 1986, p. 68) Despite these cautions, it is likely true that some practitioners have made Freire's pedagogy into a banking practice. In reviewing the stories of Freirean practitioners in Rethinking Freire who subsequently critique his pedagogy, alongside critiques from other educators featured in this journal (Hodgkins, 2008), it is clear that in some cases these practitioners were imbued with Western notions that shaped their use of Freirean pedagogy, as many of us were during the era of development (a critique of my own work can be found in Lange, 1998). In India, Siddhartha explains that he considered Freire's ideas imperialistic as they, ''implied that people gave up their own worldview and embraced the one offered by Freire'' (Bowers & Apffel-Marglin, 2005, p. 87).…”

Section: Applying Freire's Liberatory Pedagogymentioning

confidence: 99%

Is Freirean Transformative Learning the Trojan Horse of Globalization and Enemy of Sustainability Education? A Response to C. A. Bowers

Lange

2012

Journal of Transformative Education

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In an earlier article in this journal, C. A. Bowers suggests that transformative learning, particularly Paulo Freire’s pedagogy, is a Trojan horse of western globalization, by deepening the ecological crisis and colonizing indigenous cultures. He charges that critical pedagogues avoid their own complicity in neoliberal globalization; he advocates for an alliance between conservative politics and environmentalism; and he promotes a “conserving education.” This article will critique the first three facets of Bowers’ argument: first, by agreeing with the critique of the enlightenment underpinnings in transformative learning theory but resolving them in more nuanced ways; second, by explaining the ontology implicit in Freire that Bowers misunderstands; and third, expanding the critical stream of transformative learning by arguing that every sustainability educator needs a strong political economic as well as cultural analysis, combined with honoring local contexts, including indigenous traditional knowledge.

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Section: Applying Freire's Liberatory Pedagogymentioning

confidence: 99%

Is Freirean Transformative Learning the Trojan Horse of Globalization and Enemy of Sustainability Education? A Response to C. A. Bowers

Lange

2012

Journal of Transformative Education

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Eleştirel Pedagojinin Özelliklerine İlişkin Bir Envanter Çalışması

Ural

2024

Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi

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Bu çalışmanın amacı, eleştirel pedagojinin özelliklerine ilişkin bir envanter oluşturmaktır. Betimsel bir çalışma olan araştırmada, Delphi tekniği ve literatür taraması -dökümün analizi- kullanılmıştır. Araştırmada çalışma grubunun belirlenmesinde amaçlı örnekleme yöntemlerinden maksimim çeşitliliğe dayalı amaçlı örnekleme yöntemi kullanılarak 24 katılımcının görüşlerinden yararlanılmıştır. İki oturum sonucu toplanan araştırma verileri içerik analizi yöntemi ile çözümlenerek verilerde açıkça görülmeyen özellikler; tema, kod ve kategoriler -sınıflamalar- aracılığıyla ortaya çıkartılmıştır. Çözümlenen veriler, eleştirel pedagojinin temel kaynaklarındaki eleştirel pedagojinin temel özellikleri ile birlikte değerlendirilerek 43 özelliğin yer aldığı bir eleştirel pedagoji envanteri oluşturulmuştur.

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Indigenous Youth Conflict Intervention: The Transformation of Butterflies

Cormier¹

2020

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The purpose of this article is to discuss the impacts of structural violence and its effects on Indigenous Peoples using Aboriginal People – The Indigenous Peoples of Canada, and the Canadian education system as the context for discussion. Due to the root causes of conflict and the nature of violence in Aboriginal contexts being structural, working towards positive peace based on a concept of human security is the best approach to managing Aboriginal youth violence. This approach is conducive to building a culture of peace which is consistent with Indigenous traditions. Alternative methods of formal education should be considered in Aboriginal / Indigenous contexts. These methods should be grounded in the traditions of local Indigenous groups providing a safe space for rediscovery and identity negotiation between tradition and contemporary society. The ability for Indigenous peoples to further their formal education has a profound impact on long term peace building activities. The link between education, poverty, and violence must be of primary consideration when designing peace building activities where Indigenous Peoples are involved.

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A Critical Analysis of Freirean Pedagogy

Cited by 3 publications

References 8 publications

Is Freirean Transformative Learning the Trojan Horse of Globalization and Enemy of Sustainability Education? A Response to C. A. Bowers

Is Freirean Transformative Learning the Trojan Horse of Globalization and Enemy of Sustainability Education? A Response to C. A. Bowers

Eleştirel Pedagojinin Özelliklerine İlişkin Bir Envanter Çalışması

Indigenous Youth Conflict Intervention: The Transformation of Butterflies

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