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Lecture 3

EDUC Week 3 Lecture Notes.docx

4 Pages
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Department
Education
Course Code
EDUC 1F95
Professor
Trevor Norris

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EDUC 1F95 Week 4 Lecture Notes, January 22 , 2014 Oppression: • Freire gives us a conceptual foundation in critical pedagogy. What Does ‘Critical’Mean? • It’s not the same as being negative. • To reveal what is hidden. • Seeks a positive transformation of society. • To create equality, fairness, justice and inclusion. • To fight oppression, violence and unfairness. What Does ‘Pedagogy’Mean? • Greek “to lead the child”. • Dictionary definition: “The art, science or profession of teaching”. • So what is critical pedagogy? Paulo Freire: • Born and educated in Brazil. • 1921-1997. • One of the most influential educators of the twentieth century. • Taught literacy to Brazilian peasants. • Taught at Harvard and in Europe. • Founder of “critical pedagogy”. Work in Brazil: • Worked with peasants in Brazil. • Professor of philosophy. • Held senior government positions.  His views were very controversial and he was thrown in prison and then exiled. • His views are still met with hostility today. Pedagogy of the Oppressed: • His most famous book. • Sold almost a million copies. • About how education can change the relationship between the oppressor and the oppressed. o Why education is important. • Advocate for new relationship between the teacher, student and society. Education is Political: • Like constructivism. • It’s easy for a teacher to overlook the political aspect of education when only focused on one student, or class. • But education is always political: o Teaching is never neutral. • Education is a political act and always has a political impact. Ideology: • Schools recreate inequality in society.  Freire believed schools recreate problems. • Recognize that schools may promote inequality and exclusion even when they seem to be neutral. • Ideology in schools seems like common sense, what is ‘normal’? o Most effective when invisible. Freire’s Conception of Education: A. To promote political awareness among the oppressed, poor and illiterate. B. To promote political liberation for the oppressed, poor and illiterate. “Banking Education”: • Similar to John Locke (review overhead from last week). • ‘Depositing’knowledge into students heads. • Knowledge always flows in one direction, from the top down (teacher to student). • Turns students into passive containers to be filled. • Portrays the world as frozen and unchangeable. o Everything is as it is. • Education must reproduce the world as it is. • “This is just the way the world is”. • Reality is said to be “motionless, static, compartmentalized and predictable”. o Reproduction. • To encourage the oppressed to submit to power by conditioning them to believe that they don’t have the ability to change their world. • Goal: to immobilize and dis-empower oppressed people. o Start with making passive, make them accept inequalities in life.  Passive students = passive population. Problem-Posing Education • Critiques “banking” approach. • The teacher is also a student. • The student is also the teacher. • The teacher is the one who is taught. • The student is the one teaching. • Creation of a “student-teacher” and “teacher-student”. • Both are jointly responsible. • Questioning relationship. • Both are co-investigators and co-creators: o
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