Freire

Chapter 4 Part 2: Key Concepts: The antidialogical action and its characteristics: conquest, divide and rule, manipulation, and cultural invasion; The theory of dialogical action and its characteristics: cooperation, unity, organisation, and cultural synthesis. The second part of Freire’s fourth chapter explores in more depth some of the concepts put forward in the first part

Key Concepts in Chapter 4: Antidialogicity and dialogicity as opposed theoretical frameworks for cultural action: the first serves oppression and the second, liberation. Antidialogicity and Dialogicity frameworks for cultural action Chapter 4 examines the broader cultural context in which the educational programmes described in chapter 3 take place. Just as the “banking system of education”

Reflection on Chapter 3 of Paolo Freire’s Pedagogy of the Oppressed Key concepts: The Word, Dialogue; Generative Themes; Critical Consciousness The Word In Chapter 3 of Pedagogy of the Oppressed Freire talks about The Word, which he says has two dimensions, reflection and action. To exist humanly is to name the world truthfully with a

Reflection on Chapter 2 of Paolo Freire’s Peadagogy of the Oppressed Key Concepts: The Banking Concept of Education; Biophily and Necorphily The teacher-student relationship and The Banking Concept of Education Paulo Freire is famous for his “Banking Concept of Education”. Just what is this concept? Basically he is saying that the traditional model of education

Reflection on Chapter 1 of Paolo Freire’s Peadagogy of the Oppressed Key Concepts: The Oppressed and the Oppressor; Dialogue; Humanist and Libertarian Pedagogy Introduction Paulo Freire (1921-1997) was a leading advocate of critical pedagogy. Born in Brazil he was one of the most influential thinkers about education in the late 20th century. He has been