Abstract
In this chapter, we discuss our concern that Freire’s ideas have become sloganized due to the paucity of philosophical coursework in the teacher education curriculum. The complexity of Freire’s pedagogy requires substantial effort to unpack the competing philosophical strands wound through his educational tapestry. Like many other contemporary social critics, we recognize Freire’s work is original only to the degree that he created a foundation on other “great works.” We suggest that Freire’s critical pedagogy provides a baseline to politicize the classroom. In doing so, we offer a perspective that encourages new ways of thinking about modernist nondemocratic curriculum and its impact on human consciousness.
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Dale, J., Hyslop-Margison, E.J. (2011). Our Journey to Freire. In: Paulo Freire: Teaching for Freedom and Transformation. Explorations of Educational Purpose, vol 12. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-9100-0_1
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DOI: https://doi.org/10.1007/978-90-481-9100-0_1
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