Notes 1 Nov 2004
El Dia de Los Muertos overview, Freire on
Change for Oppressed and Oppressors, Letter 11 Christina
EDCI
6306
1 Nov 2004
At Jacque's request I have posted her PowerPoint presentation about El Dia de Los Muertos on www.wesfryer.com/misc/dayofthedead.ppt
The PRoblem of Humanization: Productive Change in Pedagogy of the Oppressed by Paulo Freire
2 kinds of change:
- the oppressor: the process of conversion
- the oppressed: the process of liberation
for the oppressor to get to conversion, there must be an act of conversion
- before that change takes place (tho he does not use this phrase) there must be a process of recognition: recognizing that they (the oppressor) is a dehumanizer, a spectator, and an heir
-- recognition is both conscious and unconsious
- the process of transformation (on the way to becoming converted) the person becomes an executor, proprietor, and comrade
2 of the changes
- we want to direct the change
- we find more than one way to press for change
Deweys notion that we live in a democracy but it is a democracy of the bourgoisie (overseen by those who are financially well off)
Oppressed: Process of Liberation
- moving from status as "oppressed" to "liberated"
- the new birth is between these phases
- when oppressed: they undergo a process of discovery (host, tyrant, prescriber)
- when liberated: we undergo the process of growth (critic, dialogist, restorer)
we like to think we are free and we can do whatever we want to
- to a degree we are free
Freire doesn't say this but it doesn't seem that he ever things people become liberated with finality
- these processes go on forever
Revolutionary Leadership
- leadership is earned through developing critical consciousness and being committed to justice
- transformation is by working working with the oppressed not for them and by sharing power
- the goal of revolution is a full life, not just food, clothing, and housing
- the method of leadership is through neither propaganda nor implantation of ideas
- the practice of education ust be co-intentional: both leader and follower are subjects, teachers, learners
- the process of leadership makes people co-creators of a democratic society
According to Friere, the goal of revolution is not FOOD (more than mere physical needs)
A Few Conclusions
- change is not necessarily progress: it may be either positive or negative
- chagne by both the oppressed and the oppressor is dynamic and not always productive
- change is neither linear nor automatic
- change is socially situated but personal
- change is selected, not imposed
- change is painful at different stages
- change needs leaders who liberate both the oppressed and the oppressors
Paulo talks about the ways to use history
- U2 song "God Part II" is the reverse of what Paulo would support (you glorify the past wehn the future dries up)
- song has lots of ideas about contradictions
Letter 11: Wants to analyze various dimensions of the time of study
in attempting to negotiate space between theory and practice, identified gaps between desires/needs of workers and the owners
- p 90 good reference to structural determinants and dropouts
- p 86 discusses why people should be progressive educators
-- rejecting the mechanistic view of history
seeking to bridge the gap between information and knowledge
- "goal should be woard information that is educational, which leads to critical reflection, which implies the technical...."
For next week:
- review Ch 1 Oppressed, Ch 2
- review chap 3 of Pedagogy of Freedom
- chap 13 and 14 Christina
- chap 16 of Christina
- Education for Critical Consciousness : read to page 58
1 Nov 2004
At Jacque's request I have posted her PowerPoint presentation about El Dia de Los Muertos on www.wesfryer.com/misc/dayofthedead.ppt
The PRoblem of Humanization: Productive Change in Pedagogy of the Oppressed by Paulo Freire
2 kinds of change:
- the oppressor: the process of conversion
- the oppressed: the process of liberation
for the oppressor to get to conversion, there must be an act of conversion
- before that change takes place (tho he does not use this phrase) there must be a process of recognition: recognizing that they (the oppressor) is a dehumanizer, a spectator, and an heir
-- recognition is both conscious and unconsious
- the process of transformation (on the way to becoming converted) the person becomes an executor, proprietor, and comrade
2 of the changes
- we want to direct the change
- we find more than one way to press for change
Deweys notion that we live in a democracy but it is a democracy of the bourgoisie (overseen by those who are financially well off)
Oppressed: Process of Liberation
- moving from status as "oppressed" to "liberated"
- the new birth is between these phases
- when oppressed: they undergo a process of discovery (host, tyrant, prescriber)
- when liberated: we undergo the process of growth (critic, dialogist, restorer)
we like to think we are free and we can do whatever we want to
- to a degree we are free
Freire doesn't say this but it doesn't seem that he ever things people become liberated with finality
- these processes go on forever
Revolutionary Leadership
- leadership is earned through developing critical consciousness and being committed to justice
- transformation is by working working with the oppressed not for them and by sharing power
- the goal of revolution is a full life, not just food, clothing, and housing
- the method of leadership is through neither propaganda nor implantation of ideas
- the practice of education ust be co-intentional: both leader and follower are subjects, teachers, learners
- the process of leadership makes people co-creators of a democratic society
According to Friere, the goal of revolution is not FOOD (more than mere physical needs)
A Few Conclusions
- change is not necessarily progress: it may be either positive or negative
- chagne by both the oppressed and the oppressor is dynamic and not always productive
- change is neither linear nor automatic
- change is socially situated but personal
- change is selected, not imposed
- change is painful at different stages
- change needs leaders who liberate both the oppressed and the oppressors
Paulo talks about the ways to use history
- U2 song "God Part II" is the reverse of what Paulo would support (you glorify the past wehn the future dries up)
- song has lots of ideas about contradictions
Letter 11: Wants to analyze various dimensions of the time of study
in attempting to negotiate space between theory and practice, identified gaps between desires/needs of workers and the owners
- p 90 good reference to structural determinants and dropouts
- p 86 discusses why people should be progressive educators
-- rejecting the mechanistic view of history
seeking to bridge the gap between information and knowledge
- "goal should be woard information that is educational, which leads to critical reflection, which implies the technical...."
For next week:
- review Ch 1 Oppressed, Ch 2
- review chap 3 of Pedagogy of Freedom
- chap 13 and 14 Christina
- chap 16 of Christina
- Education for Critical Consciousness : read to page 58
Posted: Mon - November 1, 2004 at 08:23 PM
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Published On: Nov 01, 2004 08:23 PM
Total entries in this category: 8
Published On: Nov 01, 2004 08:23 PM
