Freire and Education by Antonia Darder

By Antonia Darder

One of the main influential academic philosophers of our instances, Paulo Freire contributed to a innovative realizing of schooling as an empowering and democratizing strength within the lives of the disenfranchised. during this deeply own advent to the guy and his principles, Antonia Darder displays on how Freire’s paintings has illuminated her personal existence practices and considering as an educator and activist. together with either own stories and a never-before released, robust discussion with Freire himself, Darder deals a special "analysis of solidarity," in brain and spirit. A heartfelt examine the methods Freire can nonetheless motivate a severely highbrow and socially democratic lifestyles, this publication is sure to open up his theories in totally new methods, either to these already accustomed to his paintings and people coming to him for the 1st time.

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By failing to critically engage these questions, Freire (1997) argued that much of the rhetoric on technology obscures that “technological advances enhance with greater efficiency the ideological support for material power” (p. 36). Freire, nevertheless, retained the dialectical tension in his argument, in that he did not consider the answer to be the rejection of the technology, but rather the process of our humanization. “I am a being who does not bow before the indisputable power accumulated by technology because, in knowing that it is a human production, I do not accept that it is, in and of itself, bad” (p.

Within the context of schooling, most well-meaning teachers—particularly those working with working class students of color—consider “strictness” a legitimate expression of teacher authority. ” In the process, the dialectical relationship between authority and freedom is negated. In contrast, Freire (2002) summons up the contradiction by which true freedom evolves, by arguing “there is no freedom without authority, there is no authority without freedom” (p. 21). His perspective retains the dialectical tension between authority and freedom, which reinforces the communal value and need for limits, if we are to exist in a genuinely democratic world.

Educators must not only come to accept responsibility for the power we hold within schools and communities, but also make wise decisions about how we use our power in the interest of constructing a practice that supports cultural and economic democracy. Freire contended that teachers who are unaware of the political nature of their power and authority will find themselves constantly falling into contradictions and unable to develop well-conceived alternative pedagogical approaches. This occurs most when educators lack coherent emancipatory principles from which to enact our teaching practice—outside the limiting culture of hegemony.

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