Rereading Freire and Habermas

A narrative review of the research on school leaders’ emotional labor: a typology inspired by Habermas’s cognitive interests

“…Emancipatory interest goes beyond the interest in controlling our external world and negotiating meanings. It deals with every single person's drive to be free and their capacity to be autonomous by self-reflecting on the extent to which each one's subjectivity is distorted and limited by prevailing social, cultural, or political conditions that may appear as natural or invariant laws taken for granted by human beings (Morrow and Torres, 2002), which will make individuals feel challenged to embrace new futures. Consequently, emancipatory interest produces emancipatory knowledge that will help human beings become critical selfknowers who free their consciousness from the dependence on hypostatized powers, finally leading to practical action for change (Habermas, 1987).…”

Critical pedagogy in the undergraduate music therapy curriculum: A grounded theory study of music therapy educators

“…Freire believed dialogue was an encounter between people that required critical thinking, love, faith in humanity, hope, and humility rather than a social exchange of words (Kirylo, 2011). Individuals engaged in dialogue reflect on their co-participation through the process of knowing and creating a mutual relationship (Morrow & Torres, 2002). Additionally, engaging in dialogue not only assumes the learner has value but that the process of schooling is a dynamic experience that incorporates the psychological, experiential, and cultural identities of the learner (Kirylo, 2011).…”

“…Although Freire mentioned he did not observe gender discrimination in the classroom, he acknowledged Brazil at that time was working on overcoming male chauvinism. Freire has also been critiqued for a lack of methodological and theoretical rigor in his work, which is rarely used outside of education (Morrow & Torres, 2002). Although no universal implementation of critical pedagogy exists, a critique is the lack of specific tools for how to account for practical application in educational settings (Martin & Brown, 2013).…”

“…Each participant indicated providing opportunities for their students to gradually grapple with the presented topics, and Greene Several participants also discussed the importance of active learning or opportunities for their students to engage in interactive processes. Morrow and Torres (2002) noted, "human autonomy and higher levels of cognitive and moral reasoning can be realized only through interactive learning processes" (p. 116).…”

“…More specifically centering non-dominant theories, music, and individuals who belong to historically marginalized ideas while balancing avoiding tokenism. Morrow and Torres (2002) conveyed in the process of implementing critical pedagogy that, "liberation cannot be handed to marginalized groups as a 'gift' as if they were 'objects' whether the paternalism is that of the oppressor or self-appointed revolutionary leaders" (p. 134-135).…”