Pedagogy of the oppressed / Paulo Freire ; translated by Myra Bergman Ramos ; with an introduction by Donaldo Macedo and an afterword by Ira Shor.
By: Freire, Paulo [author.]
.
Contributor(s): Ramos, Myra Bergman [translator.] | Macedo, Donaldo P. (Donaldo Pereira) [author of introduction, etc.] | Shor, Ira [author of afterword, colophon, etc.].
Material type: 
BookPublisher: New York : Bloomsbury Academic, 2018Copyright date: ©2018Edition: 50th anniversary edition.Description: viii, 219 pages ; 23 cm.Content type: text Media type: unmediated Carrier type: volumeISBN: 9781501314131 (paperback); 1501314130 (paperback); 9781501314148 (hardback); 1501314149 (hardback).Uniform titles: Pedagogia do oprimido. English Subject(s): Education -- Philosophy | Popular education -- Philosophy | Critical pedagogyDDC classification: 370.115 Summary: "First published in Portuguese in 1968, [this book] was translated and published in English in 1970. Paulo Freire's work has helped to empower countless people throughout the world and continues to possess a special urgency as the creation of a permanent underclass among the underprivileged and minorities in urban centers around the world continues. The 50th anniversary edition includes a new introduction by Donaldo Macedo, an afterword by Ira Shor, and interviews with Marina Aparicio Barberan, Noam Chomsky, Gustavo E. Fischman, Ramon Flecha, Ronald David Glass, Valerie Kinloch, peter Mayo, Peter McLaren, and Margo Okazawa-Rey to inspire a new generation of educators, students, and general readers for years to come." - back cover.
| Item type | Current library | Call number | Status | Date due | Barcode | Item holds |
|---|---|---|---|---|---|---|
| General Lending | MTU Crawford College of Art and Design Library Lending | 370.115 (Browse shelf(Opens below)) | Available | 00231731 | ||
| General Lending | MTU Crawford College of Art and Design Library Lending | 370.115 (Browse shelf(Opens below)) | Checked out | 22/03/2024 | 00231735 |
Enhanced descriptions from Syndetics:
First published in Portuguese in 1968, Pedagogy of the Oppressed was translated and published in English in 1970. Paulo Freire's work has helped to empower countless people throughout the world and has taken on special urgency in the United States and Western Europe, where the creation of a permanent underclass among the underprivileged and minorities in cities and urban centers is ongoing.
This 50th anniversary edition includes an updated introduction by Donaldo Macedo, a new afterword by Ira Shor and interviews with Marina Aparicio Barberán, Noam Chomsky, Ramón Flecha, Gustavo Fischman, Ronald David Glass, Valerie Kinloch, Peter Mayo, Peter McLaren and Margo Okazawa-Rey to inspire a new generation of educators, students, and general readers for years to come.
Includes bibliographical references.
"First published in Portuguese in 1968, [this book] was translated and published in English in 1970. Paulo Freire's work has helped to empower countless people throughout the world and continues to possess a special urgency as the creation of a permanent underclass among the underprivileged and minorities in urban centers around the world continues. The 50th anniversary edition includes a new introduction by Donaldo Macedo, an afterword by Ira Shor, and interviews with Marina Aparicio Barberan, Noam Chomsky, Gustavo E. Fischman, Ramon Flecha, Ronald David Glass, Valerie Kinloch, peter Mayo, Peter McLaren, and Margo Okazawa-Rey to inspire a new generation of educators, students, and general readers for years to come." - back cover.
MTU CORK Module ARTS 9018 - Core reading
MTU Cork Module EDUC 9051 - Supplementary reading.
In English, translated from the Portuguese.
Table of contents provided by Syndetics
- Introduction to the 50th Anniversary Edition Donaldo Macedo (p. 1)
- Preface (p. 35)
- Chapter 1 (p. 43)
- The justification for a pedagogy of the oppressed
- The contradiction between the oppressors and the oppressed, and how it is overcome
- Oppression and the oppressors
- Oppression and the oppressed
- Liberation: not a gift, not a self-achievement, but a mutual process
- Chapter 2 (p. 71)
- The "banking" concept of education as an instrument of oppression-its presuppositions-a critique
- The problem-posing concept of education as an instrument for liberation-its presuppositions
- The "banking" concept and the teacher-student contradiction
- The problem-posing concept and the supersedence of the teacher-student contradiction
- Education: a mutual process, world-mediated
- People as uncompleted beings, conscious of their incompletion, and their attempt to be more fully human (p. 71)
- Chapter 3 (p. 87)
- Dialogics-the essence of education as the practice of freedom
- Dialogics and dialogue
- Dialogue and the search for program content
- The human-world relationship, "generative themes," and the program content of education as the practice of freedom
- The investigation of "generative themes" and its methodology
- The awakening of critical consciousness through investigation of "generative themes"
- The various stages of the investigation
- Chapter 4 (p. 125)
- Antidialogics and dialogics as matrices of opposing theories of cultural action: the former as an instrument of oppression and the latter as an instrument of liberation
- The theory of antidialogical action and its characteristics: conquest, divide and rule, manipulation, and cultural invasion
- The theory of dialogical action and its characteristics: cooperation, unity, organization, and cultural synthesis (p. 125)
- "A luta continua": Afterword to Pedagogy of the Oppressed Ira Shor (p. 185)
- Interviews with Contemporary Scholars
- Marina Aparicio Barberán (p. 191)
- Noam Chomsky (p. 194)
- Gustavo E. Fischman (p. 195)
- Ramón Flecha (p. 197)
- Ronald David Glass (p. 199)
- Valerie Kinloch (p. 201)
- Peter Mayo (p. 204)
- Peter McLaren (p. 207)
- Margo Okazawa-Rey (p. 211)
- Foreword to the Original English Edition (1970) Richard Shaull (p. 214)