PAULO Frerie

1. PAULO Frerie http://www.ivanvalente.com.br/CANAIS/especiais/paulofreire/artigos/Ana_Maria_Araujo_Freire_Nita.htm By: Zeynep Belir

2. Introduction to Paulo Freire • He was born on September 19th 1921 and he died in May 2 1997 • Paulo Freire is an renowned famous Brazilian leader of education and philosopher, who advocated Critical Pedagogy • Critical pedagogy is an educational philosophy, which includes a praxis-oriented social movement, that promotes a learner to be conscious • His best work consists of Pedagogy of the Oppressed (1972) and The Politics of Education (1985)

3. Pedagogy of the Oppressed(1972) • Freire explains his beliefs about how the purpose of education is ‘Conscientization,’ which refers to having citizens enlightened about inequalities. He believed that these inequalities are inherent in each person’s social class and cultural identity. He believed that each person had the power to make radical changes about issues that restrict their freedom. • Freire explicitly applies his belief when teaching reading, as he suggests that adults learn how to read by understanding powerful words in the text; for example love, which can be communicated pragmatically to others in the real world. • Furthermore, he would have students “…create their own texts that express their perceptions of the world they live in and the world they want to live in.” (A. Glattorn, F. Boschee & B. Whitehead, pg. 88) Furthermore, Freire stresses the importance of reading to be conscious of the inequalities that people face in their lives. Overall, Freire stresses that learning to read will not guarantee the jobs they hoped for.

4. Freire’s philosophy of Pedagogy • Freire advocates social justice and political change, as he was a pioneer of critical literacy and critical pedagogy, as he stresses the philosophy of liberation • He believes that educational change is effected by social and political structures • He believes that cultural formations, social relations and cultural formations are evolved through dialogues. • He believes that one needs to become ‘literate,’ which is what Freire calls ‘Praxis.’ He refers to ‘Praxis’ as the meaning that circulates performs action and is revised. This in turn, allows people to interpret politics, make sense of things and have the determination to make change. • “For Freire, the very protocols of literacy and the act of ‘coming to know’ must themselves be transferred in order to make prominent place for issues of social justice and the struggle for emancipation.” (A. Ornstein, E. Pajak & S. Ornstein, pg. 22)

5. Freire’s philosophy of Pedagogy • Freire believes that ‘Critical Literacy’ is necessary to develop ‘Critical Consciousness’ of people. This is especially the case for the poor, who need to explore ways to find meaning and purpose in their lives. Therefore literacy is needed to as a ‘process’ of participation. • Friere developed literacy programs to empower the poor, so that they can find jobs. He believed that people need to liberate themselves, by helping people develop the language of critique and in regards to political and social concerns. “Freire recognized that there is no way of representing the consciousness of the oppressed that escapes the founding assumptions of the culture and society in which the teacher of a cultural worker is implicated. (Freire, 1973, 1978, 1985, 1993a, 1993b, 1998a; Freire & Macedo, 1987 in A. Ornstein, E. Pajak & S. Ornstein, pg. 23) • Overall, educators who are inspired by Freire’s critical pedagogy, also believe that the world is not reduced to a piece of text, but believe that one should seek to make sense of these lived experiences. Therefore, Friere urges “…educators to identify the aporias within their own philosophies of teaching and daily life. (Freire, 1998a, 1998b in A. Ornstein, E. Pajak & S. Ornstein, pg. 23)

6. Freire’s Influence on North American Critical Pedagogy • Friere has influenced our understanding of pedagogy, as his sincere efforts to advance teaching and learning approaches, derives from the need to have educators incorporate ‘mind’ and ‘body,’ and a transformative praxis on the basis of social critique. • “Freire’s work has unarguable been the driving force behind critical pedagogy. Critical pedagogy is a way of thinking about, negotiating, and transforming the relationship among classroom teaching, the production of knowledge, the instructional structures of the school, and the social and material relations of the wider community, society and national-state.” (McLaren, 1993, 1997a; McLaren & Lankshear, 1994, in A.Ornstein, E.Pajak, B.Ornstein).

7. Freirean-inspired ‘critical’ pedagogy - North America • In light of Freirean-inspired ‘critical’ pedagogy, one can immediately recall the important key issues studied during the B.Ed, M.T., M.Ed. TESOL, Ph.D and other Teacher Education Preparation Programs. • As a result, teachers will recall the importance of implementing ‘equity education’ through ‘progressive’ and ‘critical’ teaching philosophies, in order to eliminate inequalities • For example, the Ontario curriculum and policies established by the Ministry of Education incorporate : • E.g. anti-sexist, anti-racist, and anti-homophobic curricula (pg.24, A.Ornstein, E.Pajak, B.Ornstein)

8. Freirean-influenced ‘theoretical’ developments – North America • Moreover, Freirean- inspired ‘critical pedagogy,’ has also influenced numerous ‘theoretical’ developments, as described on page 24, Contemporary Issues In Curriculum, 5th ed, 2011 (A.Ornstein, E.Pajak, B.Ornstein) 1. Critical Literacy(Macedo, 1994; Lankshear & McLaren, 1993) 2. Sociology of Knowledge(Giroux & McLaren 1989) 3. Frankfurt school of critical knowledge(Giroux, 1983; McLaren & Giarelli, 1995) 4. Adult education(Hall, 1998) 5. Feminist Theory (Weiler, 1988; Gore, 1993; Lather 1991; Ellsworth, 1989)

9. Freirean-influenced ‘theoretical’ developments cont’d– North America 6. Bilingual and Bicultural Education(Moraes, 1996; Darder, 1991; Wink, 1997; Cummins 1989) 7. Teacher Education(McLaren, 1993) 8. Postmodernism and Poststructuralism Debate(Kincheloe, 1993; Kanpol, 1992; Aronowitz & Giroux, 1991; Giroux & McLaren, 1989; McLaren, 1995); 9. Cultural Studies(Giroux & McLaren, 1994; Kincheloe, 1993; Giroux, Lankshear, McLaren & Peters, 1996) 10. Multiculturalism(Sleeter & McLaren, 1995; McCarthy 1988) • As a result, we see that ‘Freirean pedagogy,’ has influenced our critical approaches towards teaching and learning across all theoretical, pedagogical and curriculum developments.

10. Power of Love – Why Freire is different from other leftist educators? • Freire believes in love for humanity, that opens the channel for ‘dialogue,’ which is the driving force for all criticalpedagogies, focusing on improving the quality of life for everyone, regardless of gender, ability, socio-economic status, abilities, religion, race, ethnicity and political beliefs. • “Because love is an act of courage, not of fear, love is commitment to others. No matter where the oppressed are found, the act of love is commitment to their cause – the cause of liberation.” (pg.29, A.Ornstein, E.Pajak, B.Ornstein)

11. Critical Question - for the class to consider In light of all the oppression / inhumanity that has occurred around the world**, how can we incorporate Freire’s urge for ‘critical pedagogy’ through his believe in ‘love for humanity,’ and the need for ‘dialogue’ when implementing the Ontario curriculum in light of ‘eliminating inequalities’ andimplementing ‘equity education?’ • **When answering this question, please keep in mind that Ornstein makes reference to the oppressive / inhumane / unfortunate events that have occurred around the world, as he discusses them in Chapter 8 ‘Critical Issues in Teaching,’ in Contemporary Issues In Curriculum. This is an additional book to our required text, which I signed out from OISE library; I will provide a brief overview of the issues he discusses: • “…concentration camps of Auschwitz and Maidenek; Serbian ethnic conflict; Kosovo; Rwanda; Nanking; Pearl Harbour; Vietnam; World Trade Centre; Hiroshima; treatment of Native Americans, Aboriginals and African Americans, Holocaust, etc…” (Ch.8, pages, 81-93, Contemporary Issues In Curriculum, 5th ed, 2011 (A.Ornstein, E.Pajak, B.Ornstein)

12. Recommended strategies for developing ‘Critical Pedagogy’ Teacher Professional Development Workshops: • I would highly recommend taking part in Teacher Professional Workshops or Seminars through Facing History and Ourselves – FHAO. This is an organization which helps educators learn the skills for ‘nurturing democracy,’ and combating ‘racism, antisemitism, and prejudice.’ Please feel free to visit their website: http://www.facing.org/ • You may also obtain more information about FHAO or similar types of workshops from Prof. Margaret Wells at OISE, who is highly knowledgeable in this field. • Moreover, I would also recommend taking part in ‘Educating for Peace and Justice’ workshops offered at OISE: http://www.oise.utoronto.ca/ss/UserFiles/File/Educating_for_Peace_and_Justice_2013_program_web_version.pdf

13. LINK TO VIDEOTime to Watch a Short Clip http://www.youtube.com/watch?v=pVz_AOFuZ_E http://vitalvereador.wordpress.com/2011/09/25/90-anos-do-educador-paulo-freire/

14. Bibliography Books*: Curriculum, Critical Pedagogy, Diversity, Leadership, Justice Education *The following are books I signed out on Sept 9th, from OISE Library, in regards to my foundational figures project and personal areas of interest about curriculum: • 1. Ball, Arnetha F., 1950 - Studying diversity in teacher education (370.711 S9333) • 2. Darling-Hammond, Linda, 1951- Teacher education around the world: changing policies and practices (370.711 T2537) • 3. Glatthorn, Allan A., 1924 - Curriculum leadership: strategies for development and implementation (375.001 G549C 2009) • 4. Law, Hau-fai Edmond. Schools as curriculum agencies: Asian and European perspectives on school-based curriculum development (375.001 S732) • 5. Nauman, Ann K. (Ann Keith) Curriculum development: perspectives from around the world (375.001 C97698) • 6. Oliva, Peter F. Developing the curriculum (375.001 O48D 2013) • 7. Ornstein, Allan C. Contemporary issues in curriculum (375.001 C761 2011)

15. Bibliography Books Continued*: Curriculum, Critical Pedagogy, Diversity, Leadership, Justice Education *The following are books I signed out on Sept 9th, from OISE Library, in regards to my foundational figures project and personal area of interest: • 8. Pedagogy of the Oppressed (1972) & The Politics of Education (1985) by Paulo Freire, in Contemporary Issues In Curriculum, (A.Ornstein, E.Pajak, B.Ornstein) (375.001 C761 2011) • 9. Ornstein, Allan C. Curriculum: foundations, principles, and issues (375.001 o74C 2004) • 10. Parker, Joe, 1956 - Interdisciplinarity and social justice: revisioning academic accountability (375.001 i61) • 11. Zeichner, Kenneth M. Teacher education and the struggle for social justice (370.711 Z45T) Online Scholarly Link: • 13. Education, Empowerment, Transformation - freire institute: http://www.freire.org/paulo-freire/ Picture references • 14. PAULO FREIRE: 90 ANOS DO EDUCADOR http://vitalvereador.wordpress.com/2011/09/25/90-anos-do-educador-paulo-freire/ • 15. Paulo Friere Vive! Hoje, dez anos depois… http://www.ivanvalente.com.br/CANAIS/especiais/paulofreire/artigos/Ana_Maria_Araujo_Freire_Nita.htm Video reference • 16. Paulo Freire http://www.youtube.com/watch?v=pVz_AOFuZ_E