By Ira; Freire, Paulo Shor
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Extra info for A Pedagogy for Liberation: Dialogues on Transforming Education
How Can Teachers Become Liberating Educators? ' They were previously immersed in reality uncritically. In my lecture, I asked them to consider unfamilar conceptual frameworks as the root causes of cursing by kids, powerlessness, alienation, social policy which injures family life and schooling, corporate policy which suits business needs but not parents and children. I not only asked them to analyze their previously unanalyzed experience and not only asked them to reflect on my interpetration of the theme, but I also suggested we discuss solutions to the problem.
For example, if I am not convinced of the need to change racism, I cannot be an educator who convinces you. No matter what a teacher's politics, each course points in a certain direction, towards some convictions about society and knowledge. The selection of materials, the organization of study, the relations of discourse, are all shaped around the teacher's convictions. It is very interesting because of the contradiction we deal with in liberating education. In the liberating moment, we must try to convince the students and on the other hand we must respect them, not impose ideas on them.
We never had in history such a case and I don't believe that in this century they will give the example. Ira The authorities mandate a curriculum which they think will sustain the present structure of society. But school is not fully under their control. Education is not effectively reproducing the dominant ideology. It breeds student resistanc~verything from political movements to vandalism. Teachers witness a lot of disorder in the classroom. On the other hand, school is not exactly out of control either.