Abstract
The current international debate on the nature and content of the post-2015 agenda tends to reflect predominantly a European liberalism and ‘Western Paternalism’ in which the tension between a more progressive liberalism and a classical neoliberalism is evident and in which paradigms of what constitutes development and education in a planetary context, nurtured in the global south, are largely ignored. We would like to argue that Freire’s concept of popular education, in dialogue with more recent concepts like those of good living (‘buen vivir’) from Latin America and gross national happiness (GNH), from Bhutan, provide viable alternative forms for understanding the relationship between development and education. This could re-dimension the debate with regard to its concern with sustainability, interdependence and lifelong education.
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- 1.
Carlos Alberto Torres (2013) Angicos, 50 anos depois: da cultura popular à educação popular, In: Cinquentenário: 40 horas de Angicos. Brochure produced for the commemorations in Angicos in April 2013.
- 2.
Goulart took over the presidency of Brazil in 1961 when Jânio Quadros resigned. He was deposed by the military coup in 1964. During his brief period as president he initiated a series of wide ranging basic reforms (‘reformas de base’) including banking, fiscal, urban, electoral, educational and, above all, agrarian reforms. These social and economic nationalist measures which foresaw a greater intervention of the state in the economy were understood by the elite (property owners, businessmen, middle classes) to threaten the status quo. As President, he visited Angicos on 2nd April 1963 where he delivered the 40th hour of the literacy programme.
- 3.
Declaration of Hamburg, 11, p. 4.
- 4.
The “coloniality of power” is an expression coined by Anibal Quijano to name the structures of power, control, and hegemony that have emerged during the modernist era, the era of colonialism, which stretches from the conquest of the Americas to the present (Steve Martinot, The coloniality of power: Notes towards De-colonialization. http://www.ocf.berkeley.edu/~marto/coloniality.htm).
- 5.
Editor’s note: The concept of ‘Southern Epistemology’ is outlined by Portuguese social theorist Boaventura Sousa Santos and Maria Paula Meneses in Epistemologies of the South. This book reviews western or dominant epistemologies ‘which are seen to decontextualise knowledge from its cultural and political contexts’ proposing an alternative epistemology of the South, ‘which consists of interventions that engage with ‘ecologies of knowledge’ (Southern Perspective 2017). The Southern Link.
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Ireland, T.D. (2018). Chapter 1.1: The Relevance of Freire for the Post-2015 International Debate on Development and Education and the Role of Popular Education. In: Melling, A., Pilkington, R. (eds) Paulo Freire and Transformative Education. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-54250-2_2
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