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Alienation, reification and the banking model of education: Paulo Freire’s critical theory of education

article

<oai:doaj.org/article:8898e0ba306e4de7b0015b891935c61c>
KeywordsTriple Keywords
Pedagogy
Human resource development
Instruction
Youth--Education
Children--Education
Schooling
Education of children
Education
Students--Education
Education, Primitive
Critical social theory
Critical theory (Philosophy)
Critical theory (Sociology)
Negative philosophy
Critical theory
Verdinglichung
Reification
Thingification

Abstract

I argue in this paper that Paulo Freire’s work Pedagogy of the oppressed should be reconsidered as a contribution to critical theory, given its proximity to first-generation critical theory concerning both theory and praxis. Pedagogy of the oppressed, I argue, is well suited to provide a viable praxis for the social critique provided by first-generation critical theory. While Freire’s critique in Pedagogy of the oppressed can be viewed typically as pedagogical in character, if we consider Freire’s classroom as a microcosm of society, it mirrors the dialectical relations of both the oppressor and oppressed. Pedagogy of the oppressed offers a means of overcoming the state of social oppression through a total social liberating praxis. Consequently, I argue that Pedagogy of the oppressed should be reconsidered as a contribution to first-generation critical theory.

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