Freire's Theory Research Articles

Empowerment of Local Communities in the Survival of Multicultural Values: Case Study in Tana Toraja Village, East Kutai

This study examines the empowerment efforts of the Tana Toraja community in East Kutai to preserve their multicultural values. Using a qualitative case study approach, we examine the empowerment strategies used by this community as well as the challenges they faced in the process. The results show that the Tana Toraja community has adopted various strategies, including cultural education, organizing cultural festivals, and collaborating with external parties, to strengthen cultural identity and enhance social cohesion. However, limited resources, internal conflicts, and the impact of modernization pose significant challenges to these cultural preservation efforts. Discussion of the findings emphasizes the importance of community empowerment in the context of multiculturalism and the need for greater support from multiple parties. This research reconstructs Zimmerman's (1995) and Freire's (1970) theories of community empowerment by extending their application to efforts to combine strategies to survive cultural diversity in the context of globalization and modernization as a process in which individuals and groups gain power to control their lives and influence their communities. Empowerment in Tana Toraja shows that collective control over cultural preservation can strengthen identity and social cohesion. This research shows that by strengthening cultural identity through empowerment, communities can become agents that promote inclusivity and tolerance between different cultural groups. The implications of this research include contributions to the understanding of local cultural preservation and sustainable and inclusive community development.

A review of science teaching approaches for equity focusing on race, class, and religion from the perspectives of Freire's and Arendt's theories of education

AbstractThis paper presents a literature review of science teaching approaches that seek to support equity in science classrooms, focusing on marginalization based on (i) race/ethnicity, (ii) social class/socioeconomic background, and (iii) religion. Considered were approaches that science teachers can use in science classes in secondary schools. They were analyzed and discussed against the backdrop of critical pedagogy by Paulo Freire and the educational theory by Hannah Arendt, which constitutes a novelty in science education research. The review used meta interpretation combined with systematic searches in the ERIC database. It is, thus, limited to works published in English. A total of 930 articles (2013–2021) were identified out of which 64 were fully analyzed. The analysis shows that most approaches strive to provide more equal access to the existing science knowledge and structures of the community. This corresponds to the introduction to the “old world” in a conservative interpretation of Arendt's term. I argue that in addition, it is necessary to employ a more radical interpretation of the “old world” as fundamentally plural which is done in translanguaging and grappling with racism. Further, the transformative nature of science education needs to be strengthened in terms of Freire's critical pedagogy and Arendt's concept of natality. This means allowing students to become aware of oppressive structures to induce change. Only youth participatory science, youth participatory action research, and grappling with racism explicitly aim for this. This shows that nuanced perspectives on equity in science education are needed.

Implementation of the Merdeka Belajar Kampus Merdeka Theori Freire Program

Learning that prioritizes freedom of expression, smart in socializing, and virtuous becomes the principle of independent Learning Program. This principle has been introduced by Paulo Freire, which is also in line with the principles of Constructivism. The purpose of this study was to describe the effectiveness of the implementation of the independent Learning Independent Campus (MBKM) program for UKI Toraja students. The research method applied is a qualitative approach, with data collection techniques through open questionnaires to students. The implementation phase of the research started from the registration of MBKM programming students, followed by sending an open questionnaire to interns at the South Sulawesi Language Center by applying the principle of Independent Learning according to a constructivist approach. The second stage is to classify the results of the questionnaire from students, then discuss the results of the questionnaire, by linking the results of the questionnaire with the constructivist approach, and Paulo Freire's theory. To determine the validity of the data, triangulation was carried out to students regarding the results of the questionnaire. This research was conducted in the even semester of 2021/2022, for UKI Toraja students in 2019. The results showed that the Independent Learning Campus (MBKM) was effective in developing creativity, independence, and social interaction. Based on the results of this study, it is recommended for further researchers to examine aspects of personal communication in the implementation of the Independent Learning Campus (MBKM) program

정치적 중립주의와 시민교육

This study is a critical study of political neutralism with a focus on social welfare in Korea. Korean social welfare, like civil servants and teachers, takes a political neutralist stance. Political neutralism actually means uncritical acceptance of the regime's position and has a tendency to depoliticize it. In this context, Korean social welfare follows the position of residualism, and social welfare is practiced by providing services based on sympathy and charity.
 The purpose of this paper is to criticize Korea's social welfare from a political neutralist standpoint and seek alternatives to overcome it. To this end, this paper focuses on Freire's theory and seeks to develop discussions based on it. Freire criticized political neutralism as the logic of the oppressor, perpetuating an unjust order of inequality and class conflict, and subjecting citizens to a culture of silence and horizontal violence. In particular, social welfare was seen as a fictional tolerance and a strategy of the oppressor.
 This paper analyzed Freire's criticism by applying it to Korea's social welfare stance, that is, political neutralism and residualism. This paper proposed transforming social welfare into class politics toward institutionalism based on social rights and presented the content and direction of civic education.

Perceptions and Expectations of Students from Pre-Prosperous Families on Islamic Education at Pesantren

This study elaborates on the perceptions and expectations of students from pre-prosperous families towards Islamic education held at the Pondok Pesantren Darul Muttaqien Kayuagung during the Covid-19 pandemic. This study employs a phenomenological approach. This study concludes that policies offering convenience and flexibility in paying tuition are mostly accountable for the santri selecting them over public educational institutions. The majority of respondents believe that the benefits of graduating from an Islamic boarding school include an improvement in their status in the community due to their position as ustadz or ustadzah or having a respectable career to raise their standard of living. This study confirms the belief that Islamic boarding schools serve the community as moral education centers and as social institutions that accommodate the educational needs of students from pre-prosperous families. The findings of this study support Paulo Freire's conscientization theory, which holds that education can inspire individuals to take action to improve socio-cultural realities by mobilizing themselves to progress their social status.

Application of teachers’ philosophies on literacy teaching and learning in rural schools

The aim of this study is to explore the teachers' philosophies in literacy teaching at rural primary schools in South Africa. Studies show that South African primary school learners’ literacy skills and abilities are significantly below the norm for their age and grade. One-on-one, semi-structured interviews are employed to elicit responses from eight primary school teachers in the Foundation Phase. The data were thematically analysed to isolate certain themes which showed how teachers taught literacy. The findings revealed a range of teachers' personal philosophies. Teachers demonstrated different beliefs or philosophies of how they taught literacy. It was important in this study to synthesise a conceptual framework by drawing upon (i) Vygotsky's pioneering work on mediation pertaining to the teachers' role, and (ii) Freire's theory on constructivism emphasising learner-centred education. This article concludes and suggests that if teachers are made aware of their personal theories and assumptions about teaching literacy, their tuition may become more innovative, creative and rewarding. They may come to realise that knowledge is constructed between learners and teachers. If literacy teachers are liberated in this way, they can adjust their literacy teaching to the social and intellectual backgrounds of their learners, and learners can come to identify with the literacy lessons to become truly literate.

Care-full pedagogy: Conceptualizing feminist care ethics as an overarching critical framework to interrupt the dominance of developmentalism within post-secondary early childhood education programs

This article offers a theoretical provocation through conceptualizing a pedagogy of care as a means of caring with students and each other to interrupt the dominance of developmentalism in Canadian post-secondary early childhood education programs. The authors’ conceptualization of care -full as pedagogy is rooted in the premises that education is always ethical and political, and caring about, for and with others is necessary to establish equitable, democratic spaces at the post-secondary level. In contrast to the developmental framework embraced in many Canadian post-secondary early childhood education programs, the authors describe how a critical, care -full overarching pedagogical framework provides room for educators and students to deeply and meaningfully explore developmentalism and other theoretical frameworks. They argue that a pedagogy of care rooted in feminist care ethics and Freire's critical theory can contribute to establishing a safe learning climate where developmentalism can be critiqued and alternative ways to think about children's development can be contested, explored and debated. As the authors are conceptualizing it, a care-full pedagogical framework intentionally supports the intellectual, ethical and political risk-taking necessary for critique and alternative thinking. They follow this provocation through by imagining what a care -full pedagogy might look and feel like in a post-secondary early childhood education course on child development.

Pedagogy of agency and action, powers of 10, and fractal entanglement: Radical means for rapid societal transformation toward survivability and justice

The practical and moral imperative implied by the climate activist slogan “system change, not climate change” requires a toolkit of tactics—from the strictly legal (which will vary by location) to the militant, from the individual to the global scale—that offer alternatives to the dominant neoliberal, techno-capitalist paradigm. Here we call for an expanded conversation as we present a triad of “out of the box” tools to help spur deep social transformation: 1) pedagogy of agency and action, inspired by Paolo Freire's revolutionary theory of change; 2) the Powers of 10 framework, harnessing the ten orders of magnitude between a single individual and everyone on the planet to examine and analyze interwoven social scales and systems; and 3) the motif of fractal entanglement as a tool for examining barriers and opportunities for social transformation at every scale. We argue that while there are opportunities for transformation across scales, from the micro and individual scale to the macro planetary/global sphere, decentralized, community-based meso-scale efforts to mitigate and adapt to global change provide a practical “sweet spot” between an individual human being and all humanity, between a person and the planet.

Paulo Freire 100: A commentary from tourism scholars

This short commentary aims to celebrate the 100th anniversary of Paulo Freire and reflect on his indirect contribution to tourism research. The commentary starts introducing Freire for those still not familiar with his biography and to some of his key concepts. Following this introductory part, we present examples of both theoretical and empirical work developed in tourism literature that used Freire's theory. We finish reflecting on the importance of Freire work in our scholarship and encouraging readers to engage with his work.

The Language Warrior's Manifesto: How to Keep Our Language Alive No Matter the Odds by Anton Treuer

Reviewed by: The Language Warrior's Manifesto: How to Keep Our Language Alive No Matter the Odds by Anton Treuer Jenny Lee-Morgan (bio) The Language Warrior's Manifesto: How to Keep Our Language Alive No Matter the Odds by Anton Treuer Minnesota Historical Society Press, 2020 AS THE TITLE of Anton Treuer's book suggests, The Language Warrior's Manifesto calls for courage and inspires conviction, evident in Treuer's strong personal voice. Treuer introduces readers to the subject of language revitalization through his own world of Indigenous experience. The specificity of his circumstances echoes the stories of Indigenous peoples' struggles all over the world. For Treuer, growing up in Washington in the 1970s as a brown boy with long hair and of Ojibwe and German ancestry, schooling was devoid of any cultural care or recognition. Much like in the wider society, schooling devalued Native peoples, cultures, and their languages, setting the scene (or battleground) for Indigenous language revitalization. With decolonizing intent, Indigenous language learning is positioned in the sociohistoric violence of colonization and exposes some of the intricacies of ongoing colonizing processes in our contemporary context. Treuer's analysis names the structural impediments, namely the racism that asserts the superiority and dominance of English and the associated normative behavior of monolingualism that excludes and delegitimizes Indigenous languages, all of which affect funding, resourcing, and program growth. While the narratives of dispossession of Indigenous land, language, and culture are well told, less discussed are the problems, originally caused by the atrocities of colonization, that compound and conflate present-day trauma and are played out in disturbing ways in our communities. One of the strengths of the book for me (as a Māori language learner/teacher and advocate) is Treuer's courage to gently call out the practices of self-harm that we inflict as Indigenous communities on each other—the dynamics of oppression on the inside. Using Paulo Freire's theory of freedom articulated in Pedagogy of the Oppressed (Bloomsbury, 2014), Treuer points out that three of the four types of oppression (internal, lateral, intra-oppressed, and external) manifest in the "common sense" attitudes, practices, and behaviors of the oppressed themselves. Treuer strongly cautions against perpetuating the oppression of colonialism by fighting one another. [End Page 196] For those of us who work in Indigenous communities and tribal groups with our relations, simple yet powerful instructions, such as "No blaming. No shaming" (38) or the plea to not "out-Indian one another" (16), resonate and challenge us to refrain from acts of self-oppression. He urges us to find ways through the disputes in Indigenous language learning, whether they be over dialectal or other writing systems, that can hamper progression and distract from creating resources and ultimately the meaningful usage of our languages. Treuer is forthright and direct, and issues a challenge to us all, including for our tribal corporate entities to broaden the key measures of Indigenous success beyond the confines of economic prosperity. In this way, this book is actively decolonizing through conscientization; Treuer persistently reminds us that "we are more than the sum of our tragedies" (36). Treuer's analysis is crafted in a powerful narrative that is accessible and grounded in his lived experience as an Ojibwe learner, teacher, and leader. The journey into language learning, teaching, and leadership requires commitment, and Treuer's willingness to share his personal journey is at the heart of this book. This manifesto is sourced in the realities of our communities, with an integrity that comes from an undeniable sacrifice and experience on which his reflections and guidance are based. Treuer asserts that the language warrior's greatest weapon is "real, intentional effort" that must be lived because as Treuer intimately knows: "We can't lead in their [language] revitalization from the sidelines" (12). The book's opening narrative strategy, deeply intertwining the personal with the political, continues through to the end. It becomes evident that if you commit to keeping your language alive, the language becomes who we are—and who we are becomes the language. In this sense, Treuer's call to revitalize our languages goes far beyond the conventional academic frames of second language learning...

Educating for emancipation: an analysis of the concept of awareness and educational practice in Paulo Freire's theory

Objective: This article aims to discuss the concept of awareness and educational practice in the evolution of thinking about education aimed at the popular class, in the works of Paulo Freire, with theoretical contributions for reflections on Brazilian political, economic and social factors, in the decades of 1950 – 1960. Originality/contribution: The original article is anchored in a discussion by axes, where a historical period marked by intense transformations in the life of the popular classes is debated, when government investments in industry denoted an increase in rural-urban migration and the formation of a mass of illiterate workers in Brazilian cities. Method:The research method listed for this study was a survey, systematization and bibliographic analysis, from descriptors close to the theme and determined period, using the tools of content analysis for the elaboration of the article. Information strategy/data collection The collection of information was based on bibliographic surveys in Brazilian and foreign collections that dealt with the discussion about awareness and educational practices in the specific period. Conclusions:As conclusions, it is observed that the changes that took place over the decades acted directly in the structuring of Paulo Freire's theory on education. As a criticism of the education given to workers, the concept of awareness and educational practice, were consolidated as the basis of Freirean pedagogy and are progressively developed and complexified in the author's works. The enunciated concepts offer subsidies to the current analyzes on the social function of the school and the human formation.

Territórios educativos como alfabetização territorial

Based on the dialectical experiences of children with architectural and urban artifacts, we seek to offer them a range of devices that enable them to identify educating territories (ETs) through the Children Architecting in the Territory program. Our premise is that Paulo Freire's theories and concepts, through the field of Progressive Education, fertilize the praxis of these devices in the area of ​​Architecture and Urbanism, while contributing to the expansion of this theoretical and practical field of ETs, which has proved multidisciplinary and under construction. Thus, the objective is to briefly present the devices and their dialogue with Freire's concepts in order to contribute to their theoretical and conceptual deepening. We were able to establish nexus mainly with the ideas of literacy and cognitive process, formulating a hybrid conception of territorial literacy, which values ​​the autonomy of children in their learning process. Key words: Devices. Childhood. Territory. Paulo Freire. Literacy.

KONSEP PEMIKIRAN HUMANISME DALAM PENDIDIKAN ISLAM (Studi Perbandingan KH. Abdurrahman Wahid dan Paulo Freire)

In this paper, we will describe the thoughts of humanism and Islamic education. Then the biographies and the concept of humanistic thoughts of the two figures, namely Abdurrahman Wahid and Paulo Freire. Similarities and differences between Abdurrahman Wahid and Paulo Freire's theories of humanism. The method used in this paper is to use literature study. The source of the data needed is about the reference book from KH. Abdrahman Wahid and Paulo Freire. The final part is the application of the concept of humanism from Abdurrahman Wahid and Paulo Freire in Islamic education. Based on this, the results of data analysis from the study of this paper show that the application of the Freire humanism concept raises three main points, namely about Awareness, Problem solving education and the Concept of Reading Alphabetization. It was different from Wahid who applied the concept of humanism by linking knowledge, fiqh and morals with humanity through his humanism education concept which produced education that was tolerant and instilled a sense of humanity in students.

“I’d Say I Have a Bit of Work to Do”: Exploring Elementary Social Studies Pre-Service Teacher Criticality through PhotoVoice

Elementary pre-service teacher education offers important insights in terms of how teachers understand and develop criticality surrounding self-reflexivity, interaction with social studies content, and pedagogy. This study applied critical self-authorship frameworks, Freire's theory of conscientisation, and PhotoVoice methodology to explore pre-service teachers' self-awareness of their developing professional identities as situated within an elementary social studies methods course. Broadly, the study explored the question, How does critical examination of our identities shape our understandings of elementary social studies education? Results demonstrate an emerging awareness of the influence of personal history and experience, place, and multiple perspectives on learning and teaching social studies, but a need for more comprehensive and sustained attention to criticality throughout entire teacher preparation programs is needed to achieve self-transformation and antiracist/anticolonial pedagogy. These results offer theoretical and practical guidance for thinking about critical social studies elementary teaching and teacher education.

Palou Freire Educational Philosophy and Possibility of Using It in Kurdistan Region of Iraqi Education

Paulo Freire was one of the most influential and controversial educational theorists of the 20th century. His ideas have been widely adopted around the world and have deeply impacted pedagogical practice since the 1970's. This paper provides a short overview of Freire's theories and considers how his ideas may be introduced into the educational of Kurdistan in the KRG region of Iraq. Of particular interest to the researchers is the question of the theory of education and how this type of presently dominates the pedagogy in Kurdistan. The researchers conducted an in-depth survey of Kurdish graduate students studying abroad using Freire's questionnaire. The research findings actually suggest that the banking system in Kurdistan undermines the long-term goals and objectives set out by the regions educational leadership. Consequently, they propose several possible strategies and innovative ways that Freire's ideas can be used to reverse these negative trends and improve the overall educational performance of the regions thousands of university students. In particular, the researchers propose that students planning on attending western universities should undergo special classes or seminars focused on critical thinking development and alternatives to the model in preparation for the rigors of western educational practice.

Aprendendo ondulatória a partir do violão

Este artigo relata a construção, a aplicação e a avaliação de uma proposta de ensino de ondulatória utilizando-se música, tendo como guia a teoria pedagógica de Paulo Freire. Durantes as atividades, procurou-se relacionar a música e em especial o instrumento musical violão, com os princípios e conceitos da física relacionados a ondas e a acústica. Desta forma, procurou-se através da música contextualizar o ensino com aspectos culturais do cotidiano dos alunos dentro de um contexto freiriano. Esta proposta é fruto das atividades do PIBID (Programa Institucional de Bolsas de Iniciação à Docência) do subprojeto da XXXXXXXXXXX do ano de 2019 e foi realizada em 5 encontros com duas turmas do segundo ano na Escola Estadual de Ensino Fundamental e Médio (EEEFM) XXXXXXXXXXX, no município de Vila Velha – ES. Os encontros foram realizados de forma dialogada sempre explorando os conhecimentos prévios dos alunos e priorizando os conceitos físicos. Ao final da intervenção, foi possível constatar que a abordagem conceitual, utilizando a música como tema, despertou considerável interesse dos alunos pela disciplina.

PROJETO PEDAGÓGICO DO CURSO DE TECNOLOGIA EM PROCESSOS GERENCIAIS DO INSTITUTO FEDERAL DO RS E RELACIONAMENTO INTERPESSOAL COMO CONTEÚDO

This case study deals with the conceptof Interpersonal Relationship, foreseen in the Pedagogical Projects of the course -PPC's Technologist in Management Processes of Campi of the Federal Institute of Education, Science and Technology of Rio Grande do Sul. In addition to being described in PPCs, in profile of the course and the graduate, Interpersonal Relationship is also an extremely valued skill in the world of work. The main objective is to analyze how the concept of Interpersonal Relationship is worked through the courses in Technology inManagement Processes. Paulo Freire's theory and his considerations on critical awareness, dialogicity and humanization served as the basis for this study. The data were generated through interviews with four course coordinators (Porto Alegre, Farroupilha,Osório and Caxias do Sul), in order to analyze their understanding of the concept of Interpersonal Relationship and their insertion throughout the course. The results indicate that the concept of Interpersonal Relationship has a wide approach in some disciplines formalized in the Pedagogical Course Project, but also occurs informally in other disciplines, according to the teachers' pedagogical profile and practices. The work highlights the importance of developing and updating the Pedagogical Course Project, as it is the expression of the course. And it also stresses the relevance of addressing the concept of Interpersonal Relationship in the higher course of Technology in Management Processes, aiming at a humanized formation, extremely valued in the professional sphere.

Lo inagotable como premisa, la libertad como horizonte: pensando y aprendiendo con Paulo Freire

Este trabajo narra momentos importantes del encuentro de sus autores con la obra de Paulo Freire. Tiene la finalidad de presentar una reflexión cuidadosa de temas caros al pensamiento educacional freireano y procura responder algunas objeciones que se le presentan. Por esa razón, el texto está estructurado de la siguiente forma: primero, un breve relato del encuentro, e sus efectos, de un de los autores con la obra de Freire; Segundo: nos concentramos en el concepto de vocación ontológica para “ser más”, base de la antropología filosófica del pensamiento freireano. Tercero: la atención es dedicada a su forma de comprehender los contenidos escolares, respondiendo a las acusaciones de no ultrapasar los “conocimientos de la experiencia cotidiana” que le son imputados, destacando los aspectos dialógico, interdisciplinar y contextualizador de su forma de tratar el conocimiento. Cuarto: focalizamos las razones que sostienen con firmeza la fe en el pueblo explícita en la vida y la obra de Freire. Finalmente, coherentes con un pensamiento que es vivo, y fue elaborado en movimiento y para el movimiento, concluimos con preguntas que señalan caminos de futuras reflexiones e investigaciones. 

Paulo Freire in a Hall of Mirrors

AbstractSince first published in English in 1970, Pedagogy of the Oppressed has inspired generations of scholars and social activists to examine the inherent potential of Paulo Freire's theories on grassroots intellectual emancipation and education in marginalized communities. The interpretive lineage of Freire's writings is vast, indeed. To date, scholars continue to mobilize Freire's ideas to establish meaningful connections between what he describes as “liberatory teaching” and the role progressive educators must play in bringing about a more just and humane society. Freire's popularity outside Brazil, however, has come with inevitable tradeoffs worth considering, particularly as regards the epistemological directions and labels affixed to his educational philosophy. Considering the “many Freires” phenomenon, Sandro Barros takes a genealogical approach in this essay to the metanarratives that have made up Freire scholarship outside Brazil. His analysis is guided by the following questions: (1) What kinds of hermeneutic cultures have enveloped Freire's ideas in academic contexts? (2) How have these cultures shaped the reading practices that surround his texts?

A QUÍMICA NOS CABELOS: RELATO DE EXPERIÊNCIA DE ENSINO CTS VISANDO UMA EDUCAÇÃO ANTIRRACISTA

During adolescence, aesthetics play a significant role and is a key point, as they carry a whole symbology of historical, political and social nature. Based on Paulo Freire's theory of an emancipatory and critical education, in the use of generative themes, in the CTS approach, a didactic proposal was developed for a 3rd grade class. It discussed the aesthetic patterns and preconceptions related to different types of and introduced the content of polymers. With the project, it was realized that with the theme hair it was possible to increase the participation of students in class, bring the chemistry content closer to the students' everyday theme and develop a more critical attitude regarding the implications that Chemistry Technology has with the consumer society that perpetuates institutional racism.