INSIGHTS FROM "PEDAGOGY OF THE OPPRESSED" BY PAULO FREIRE

Last month, I embarked on another adventure in reading a book written by Paulo Freire, the Brazilian philosopher, titled "Pedagogy of the Oppressed." As I approached the conclusion, I resolved to create a summary of the reading, infused with the perspective of a 21st-century educator. I believe this synthesis could provide valuable insights for my fellow educators who appreciate the transformative power of knowledge.

In his seminal work "Pedagogy of the Oppressed," Paulo Freire outlined transformative educational principles. As John Dewey once remarked, "Education is not preparation for life; education is life itself" (Dewey, 1897). This sentiment echoes Freire's call to move away from traditional, passive forms of education towards a more dialogical and participatory model that remains relevant and urgent for the 21st century. As we navigate a rapidly evolving world marked by technological advancements, cultural shifts, and global challenges, it's imperative to reevaluate and reshape our educational paradigms. Here are some educational shifts inspired by Freire's insights and their relevance to contemporary educational practices:

1. From Banking to Dialogical Education:

Freire criticized the traditional "banking" model of education, where teachers deposit knowledge into passive students. Instead, he advocated for a dialogical approach, where educators and learners engage in mutual dialogue and co-construct knowledge. In the 21st century, this shift is evident in the growing emphasis on student-centered learning, collaborative problem-solving, and inquiry-based approaches. Educators are increasingly recognizing the importance of fostering critical thinking, creativity, and communication skills through interactive pedagogies.

2. Empowering the Marginalized:

Central to Freire's philosophy is the concept of conscientization, or critical consciousness, which involves raising awareness of social inequalities and empowering marginalized communities to challenge oppressive structures. In today's diverse and interconnected world, there's a growing recognition of the need to address issues of equity, diversity, and inclusion in education. Furthermore, as bell hooks observed, "Education is the practice of freedom" (hooks, 1994). Freire's concept of conscientization aligns with hooks' assertion, highlighting the liberatory potential of education in empowering marginalized individuals and communities. Efforts to provide culturally responsive teaching, accommodate diverse learning styles, and dismantle systemic barriers are gaining momentum, albeit with ongoing challenges and resistance.

3. Liberatory Praxis:

Freire emphasized the importance of praxis, the integration of reflection and action, in transformative education. He believed that true liberation could only be achieved through informed action grounded in critical reflection. In the 21st century, there's a call for education to not only impart knowledge and skills but also to cultivate active citizenship and social responsibility. Moreover, echoing Freire's emphasis on praxis, Martin Buber stated, "All real living is meeting" (Buber, 1958). This notion underscores the importance of authentic dialogue and collaboration in the educational process, as opposed to the one-way transmission of knowledge characteristic of the banking model. Initiatives such as service-learning, project-based learning, and community engagement programs aim to bridge the gap between theory and practice, empowering students to become agents of positive change in their communities.

4. Technology as a Tool for Liberation:

While Freire wrote before the digital revolution, his insights can be applied to the role of technology in education today. In the 21st century, technology offers unprecedented opportunities for access to information, collaboration, and self-directed learning. However, its potential for liberation depends on how it's wielded. Educators must critically examine the impact of technology on teaching and learning, ensuring equitable access and addressing digital divides. Additionally, Seymour Papert's insights on technology resonate with Freire's vision of education as a tool for liberation. Papert remarked, "You can't think seriously about thinking without thinking about thinking about something" (Papert, 1993). This perspective emphasizes the role of technology in facilitating active, inquiry-based learning experiences that align with Freire's ideals. Moreover, they should encourage students to use technology as a tool for critical inquiry, creative expression, and civic engagement rather than passive consumption.

5. Global Citizenship and Environmental Consciousness:

As the world becomes increasingly interconnected and facing pressing environmental challenges, education must broaden its focus to include global citizenship and sustainability. Freire's emphasis on solidarity and interconnectedness resonates with calls for education to foster empathy, intercultural understanding, and environmental stewardship. Initiatives such as global education, environmental education, and sustainable development goals (SDGs) integration promote a holistic approach to learning that prepares students to navigate complex global issues responsibly.

Lastly, echoing Freire's holistic approach to education, Nel Noddings noted, "The aim of education should be to teach us rather how to think, than what to think - rather to improve our minds, to enable us to think for ourselves, than to load the memory with thoughts of other men" (Noddings, 1998). This sentiment underscores the importance of cultivating critical thinking skills and nurturing independent thought, essential components of Freire's dialogical pedagogy.

Written By Oliver Kasito Jnr

References:

Buber, M. (1958). I and Thou. Scribner.

Dewey, J. (1897). My Pedagogic Creed. The School Journal, 54(3), 77-80.

Hooks, b. (1994). Teaching to Transgress: Education as the Practice of Freedom. Routledge.

Noddings, N. (1998). Philosophy of Education. Westview Press.

Papert, S. (1993). Mindstorms: Children, Computers, and Powerful Ideas. Basic Books.