Reinventing Pedagogy of the Oppressed

Contemporary Critical Perspectives

Buch | Hardcover

280 Seiten

2020
Bloomsbury Academic (Verlag)
978-1-350-11718-1 (ISBN)

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Since its publication in 1968 Paulo Freire’s Pedagogy of the Oppressed has maintained its relevance well into the 21st century. This book showcases the multitude of ways in which Freire’s most celebrated work is being reinvented by contemporary, educators, activists, teachers, and researchers. The chapters cover topics such as: spirituality, teacher identity and education, critical race theory, post-truth, academic tenure, prison education, LGBTQ educators, critical pedagogy, posthumanism and indigenous education. There are also chapters which explore Freire's work in relation to W.E.B Du Bois, Myles Horton, Martin Luther King, Jr., and Simone de Beauvoir. Written by leading first and second-generation Freirean scholars, the book includes a foreword by Ira Shor and an afterword by Antonia Darder.

James D. Kirylo is Professor of Education at the University of South Carolina, USA. Among other books, he is author (with Drick Boyd) of Paulo Freire: His Faith, Spirituality, and Theology (2017), Teaching with Purpose: An Inquiry into the Who, Why, and How We Teach (2016) and Paulo Freire: The Man from Recife (2011).

Foreword: On the Road to Social Justice: Reinventing Paulo Freire, Ira Shor (City University of New York, USA)
Acknowledgments
List of Contributors
Introduction: The Enduring Legacy of Paulo Freire, James D. Kirylo (University of South Carolina, USA)
Part I: The Criticality of Teacher Preparation
1. Preparing Foundational Phase Educators: Reading the Word and World through Transect Walks,
Deidre Geduld, Ivor Baatjes, and Heloise Sathorar (Nelson Mandela University, South Africa)
2. W.E.B. DuBois and Paulo Freire: Toward a ‘Pedagogy of the Veil’ to Counter Racism in Early Childhood Education, Meir Muller (University of South Carolina, USA) and Nathaniel Bryan (Miami University Ohio, USA)
3. The Community as a Teacher Educator: Preparing Critically Conscious Teacher Candidates in Detroit, Kaitlin Popielarz (Wayne State University, USA)
Part II: Pedagogy and Practice
4. Making Meaning in the Carceral Space: Freirean Dialogue and Existential Becoming in the Jail or Prison Classroom, Gregory Bruno (Kingsborough Community College, City University of New York, USA)
5. Critical Race Counterstories and Freire’s Critical Pedagogy: Navigating Race in an Interdisciplinary Literature and Religious Studies Course, Soumitree Gupta (Carroll College, USA) and Gerardo Rodríguez-Galarza (St. Norbert College, USA)
6. Toward a Software of the Oppressed: A Freirean Approach to Surveillance Capitalism, Erin Rose Glass (UC San Diego, USA)
7. Freirean Cultural Circles in a Contemporary Social Studies Class, Shelley Martin-Young (Oklahoma State University, USA)
8.The Liberatory Potential for Teacher Mindfulness, Amy E. Laboe (University of Virginia, USA)
9. Who’s in Charge? Teacher Authority and Navigating the Dialogical-Based Classroom, A.J. Tierney (Oklahoma State University, USA)
Part III: The Intersection of Paulo Freire and Myles Horton, Martin Luther King, JR., and Simone De Beauvoir
10. “To Speak a Book”: Lessons from Myles Horton and Paulo Freire’s We Make the Road Walking, Jon Hale and Alexandra Bethlenfalvy (University of South Carolina, USA)
11. The Beloved Community and Utopia: Hope in the Face of Struggle as Envisioned by Martin Luther King, Jr. and Paulo Freire, Drick Boyd (Eastern University, USA)
12. Less Certain But No Less Committed: Paulo Freire and Simone de Beauvoir on Ethics and Education, Peter Roberts (University of Canterbury, New Zealand)
Part IV: Policy, The Environment, and Liberation Theology
13. Ley de Reforma Educativa de Puerto Rico: A Freirean Perspective, Patricia M Virella (Sarah Lawrence College, USA) and Jennie Weiner (University of Connecticut, USA)
14. Overcoming (In)Difference: Emancipatory Pedagogy and Indigenous Worldviews toward Respectful Relationships with the More-Than-Human World, Jennifer Markides (University of Calgary, Canada)
15. We Write on the Earth as the Earth Writes on Us: Paulo Freire the (Post)Humanist, Tricia M. Kress (Molloy College, USA) and Robert Lake (Georgia Southern University, USA)
16.The Postdigital Challenge of Paulo Freire’s Prophetic Church, Peter McLaren (Chapman University, USA) and Petar Jandric (Zagreb University of Applied Sciences, Croatia)
Part V: Reflections, Experiences, And Considerations
17. Pursuing Critical Consciousness on the Tenure Track: Toward a Humanizing Praxis within the Neoliberal University, Rolf Straubhaar, Sara Torres, Sascha Betts (Texas State University, USA)
18. Living in the Contradictions: LGBTQ Educators and Critical Pedagogy, Dena Lagomarsino (Tulane/New York University, USA)
19. An Eye-Witness Account of Freire’s Return Back to Brazil after the Exile: Personal Reflections on Fighting Oppression, Nelio Bizzo (University of São Paulo, Brazil)
20. Dare to Hope: The Art of Untying the Tongue and Awakening the Resilient Spirit, Débora B. Agra Junker (Garrett-Evangelical Theological Seminary, USA)
Afterword: Paulo Freire Fifty Years Later, Antonia Darder (Loyola Marymount University, USA)
Index
Index

Erscheinungsdatum	01.05.2020
Verlagsort	London
Sprache	englisch
Maße	152 x 229 mm
Gewicht	549 g
Themenwelt	Sozialwissenschaften ► Pädagogik ► Allgemeines / Lexika
Themenwelt	Sozialwissenschaften ► Pädagogik ► Bildungstheorie
ISBN-10	1-350-11718-8 / 1350117188
ISBN-13	978-1-350-11718-1 / 9781350117181
Zustand	Neuware