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Pedagogy of the Oppressed by Paulo Freire

Pedagogy of the Oppressed by Paulo Freire. What is Oppression?. A conflict of power between the oppressors and the oppressed Describes how a specified group is kept down by unjust use of force, authority, or societal norms.

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Pedagogy of the Oppressed by Paulo Freire

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  1. Pedagogy of the Oppressedby Paulo Freire

  2. What is Oppression? • A conflict of power between the oppressors and the oppressed • Describes how a specified group is kept down by unjust use of force, authority, or societal norms. • Inability to VOICE what you want because you do not believe in your voice • Unaware of the power struggle and the resources you have to transcend oppression • Being temporarily disempowered • Explore your own situations of oppression…What types of oppression do you face at work? ...at school? …daily life?

  3. The Matrix Morpheus: “Everything begins with a choice.” Merovingian: “No, wrong… choice is an illusion created between those with power and those without.” What are your thoughts? Major theme  the need to free one’s mind to see the reality of the world in order to overcome oppression. “The Evolution of Oppression” clip Power & Oppression

  4. POP QUIZ!!

  5. Congratulations! You are an oppressor of your students.

  6. Attitudes & Practices of Banking Concept STUDENT TEACHER

  7. A trip to the Bank… • Why do we oppress in our classrooms? • What parts of this table are essential? • What could we do as teachers to accomplish our goals but still treat our students as more than vessels waiting to be filled?

  8. “Banking Concept” of Education • Teacher = Depositor • Students = Depositories • Student viewed as an empty account to be filled by the teacher • Student simply receives, memorizes, and repeats Freire argues AGAINST this model stating, "Banking theory and practice, as immobilizing and fixating forces, fail to acknowledge men and women as historical beings; problem-posing theory and practice take the people's history as their starting point."

  9. Banking Concept “Value” aspect VS. Concept • Replacing students’ value system with ours • Right or wrong? • Possible? • Emptying individual versus whole-class value system • What are YOU emptying out of your students’ minds everyday?

  10. Is deciding HOW to teach a moral choice? • Every teacher teaches FOR something & AGAINST something else **BRAINSTORM** “What are you teaching FOR and what are you teaching AGAINST?” • Once you decide to teach FOR _______ and AGAINST ______, how should you teach? • Let’s turn to Freire’s model of education.

  11. Freire Model • …"revolutionary leaders" work on educational projects, or investigations, with the oppressed. • The revolutionary leaders become teacher-students, and the oppressed become student-teachers. • To apply Freire to a classroom setting, we need to replace "revolutionary leaders" with teachers, and "the oppressed" with students. • Freire argues, “…for education to be truly revolutionary, the teacher must cease to be the subject and the student must cease to be the object.”

  12. *To no longer be prey to its force , one must emerge from it and turn upon it. *Praxis: reflection and action upon the world in order to transform it. How realistic is it to ask a student to go through this process? What do they see at the benefits? You are either oppressed or an oppressor. • As teachers, what does that middle-ground look like?

  13. Final Thoughts "A teacher is no longer merely the one who teaches; but one who is himself taught in dialogue with the students, who in turn while being taught also teach." -Paulo Freire

  14. This powerpoint is dedicated… To the oppressed, and to those who suffer with them and fight at their side (borrowed from Freire)

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