Freirean-Based Critical Pedagogy: The  Challenges of Limit-Situations and Critical Transitivity

Shudak, Nicholas J.; Avoseh, Mejai B. M.

doi:10.4236/ce.2015.64046

Cited by 9 publications

(6 citation statements)

References 4 publications

(4 reference statements)

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“…Educational relations are always structured as power relations (Shudak & Avoseh, 2015). In dignity-based education, the teacher uses her privileged position to empower the learner.…”

Section: Honor Vs Dignitymentioning

confidence: 99%

“…Empowerment is the process by which the educator uses her power in a way that enables the learner to identify those invisible patterns of the social definition of reality. This is a cognitive development, since former unintelligible phenomena become intelligible (Adorno, 1993;Lyotard, 1989;Shudak & Avoseh, 2015). Since the dismantlement of "limit situations" (or "social facts") occurs when excluded groups, subaltern and silenced agents, gain power and become visible despite their different appearance and "deviant" behavior (Adorno, 1993;Freire, 2018;Lyotard, 1989;Rimon-Or, 2010), cognitive development is also a social and political type of empowerment for the subaltern (Darder et al, 2003;Shudak & Avoseh, 2015).…”

Section: The System Of Honor Is Based On Ignorancementioning

confidence: 99%

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Honor and Dignity as Indicators of Distinct Educational Approaches

Rimon-Or¹,

Yaakobi²,

Getahun³

2023

PSYCH

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The purpose of this study was to examine the perceptions of teachers in Israel of the concepts of "honor" and "dignity". Semi-structured interviews were conducted with 16 teachers. Based on the results of the study, two salient response patterns of teachers were identified. Using Freudian terms, these were a dignity-dominant pattern aimed at strengthening the students' ego, and an honor-dominated pattern aimed at strengthening the super-ego. The article demonstrates how these patterns are reflected in day-to-day schoolwork and discusses the implications of these patterns on teachers' work and teacher-student relationships.

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“…Educational relations are always structured as power relations (Shudak & Avoseh, 2015). In dignity-based education, the teacher uses her privileged position to empower the learner.…”

Section: Honor Vs Dignitymentioning

confidence: 99%

Section: The System Of Honor Is Based On Ignorancementioning

confidence: 99%

Honor and Dignity as Indicators of Distinct Educational Approaches

Rimon-Or¹,

Yaakobi²,

Getahun³

2023

PSYCH

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“…Teachers who enter in the classroom and want to teach other children should have been given ample opportunities to scrutinize processes, practices and purpose of schooling and education by empowering the powerless and transforming existing social inequalities and injustices ( Shudak & Avoseh, 2015). The existing education system is based on domesticating or banking model in which structured content is imparted to learners ignoring their sociocultural realities.…”

Section: Freirean Critical Pedagogy On Professional Developmentmentioning

confidence: 99%

“…Such kind of education provides the power to think critically and leads to the process of becoming and in freirean term as striving to conscientization. (Freire as cited in Shudak & Avoseh 2015) have mentioned four dimensions of critical pedagogy where teachers mean:…”

Section: Freirean Critical Pedagogy On Professional Developmentmentioning

confidence: 99%

Professional Identity and Struggles of Basic Level English Teacher: A Critical Narrative Inquiry

Karki

2021

J. Res. & Devpt

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Professional development is a continuous process of learning to empower professional competency and enable teachers to be strong and competent in their professional career. The study critically explores the struggles and professional activities of basic level English teachers in professional development. Critical narrative inquiry has been used in relation to long lived experiences of a participant with a semi – structured telephonic interview. The participant narrates three distinct phases of experiences in teaching profession. The result revealed that participant was innately interested in teaching profession before involvement. But the situated school system discouraged his ideology of teaching profession even he determined to continue his profession involving in different seminars, workshop and study. However, the study further suggests that there is lack of innovating teaching profession from critical perspectives focusing the interactive and transformative environment in classroom. Therefore, the basic level teachers need to re- examine and re – construct the professional activities to address the need, interest and level of learners. Similarly, the study contributes to apply language teaching activities in terms of transformative mood rather than structured model of teaching empowering teachers as an agency.

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“…After each explanation of one concept of Freire's framework, Gill typically presented a counter concept creating a framework for the pedagogy of the oppressor. Just as others (Kimmel, 2002;Pathak, 2007;and Shudak, 2015) have extended Freire's concept to the pedagogy of the oppressor, Gill worked to build a framework, specifically within the context of the American-Mexican border and the lack of awareness many US citizens have with respect to the realities of their Mexican neighbors. Here, the oppressors are the US citizens, the oppressed are their Mexican counterparts.…”

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confidence: 99%

Pedagogy of the Oppressor: Experiential Education on the US/Mexico Border, (2021) by Jerry H. Gill

Bepple

2022

AJER

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In this book, the work of one specific non-governmental educational organization (NGO) is explained within the context of an educational framework rooted in the work of Paolo Freire's Pedagogy of the Oppressed (2018). The book may be of interest to those interested in experiential learning or in educational pedagogy. The book wove together three separate threads, and it important to keep them separated. First, there is a thread that explained various concepts within Freire's framework. Second, the Pedagogy of the Oppressor, based on Freire's work of the Pedagogy of the Oppressed, is developed within the context of the US/Mexican political context. Third, examples that support the Pedagogy of the Oppressor framework, from an American/Mexican NGO called BorderLinks, are presented. BorderLinks is an NGO whose goal is to educate Americans about issues and realities on both sides of the American-Mexican border. It focuses on short and longer-term study tours. These tours give American students, church groups, and others the opportunities to experience life along the border.The book is divided into five chapters. Within each of the first four chapters are several sections. In general, each section started with an outline of some aspect of Freire's framework. For someone wanting a general overview of Freire's work, the explanations are well worth a read. For instance, in chapter three, Gill provided an overview of Freire's insights on human nature. In chapter four, Freire's concept of "limit-acts" was outlined (p. 96). In the same way, throughout chapters one to four, various concepts of Freire's Pedagogy of the Oppressed, such as oppressed people's fear of freedom, reversed oppression, and the relationship between language and reality, are explained. The strength of the book is that Gill depicted each of Freire's concepts in a digestible segment, followed by examples and historical context. For example, Gill did an excellent job of describing Freire's concept of reversed oppression such that when the oppressed gain freedom from the oppressors, in order that humanity be restored for all, deliberate actions must be taken so that the oppressed do not take on the new role of oppressors. Gill gave examples, such as when revolutionaries of colonized countries in turn became repressors of others, such as in Africa after the Second World War, as opposed to when Nelson Mandela and others who moved South Africa out of apartheid without reversing the oppression.Chapter five situated Freire's work within the Christian perspective of liberation theology. BorderLinks is an ecumenical Christian-based organization with connections with many faithbased groups. Gills tied the work of BorderLinks and Freire back to biblical scripture to support his arguments that BorderLinks not only reflects the work of Freire, but also liberation theology.

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Freirean-Based Critical Pedagogy: The Challenges of Limit-Situations and Critical Transitivity

Cited by 9 publications

References 4 publications

Honor and Dignity as Indicators of Distinct Educational Approaches

Honor and Dignity as Indicators of Distinct Educational Approaches

Professional Identity and Struggles of Basic Level English Teacher: A Critical Narrative Inquiry

Pedagogy of the Oppressor: Experiential Education on the US/Mexico Border, (2021) by Jerry H. Gill

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