Pedagogy, Oppression and Transformation in a 'Post-Critical' Climate The Return of Freirean Thinking

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  • Edition: Reprint
  • Format: Paperback
  • Copyright: 2013-05-23
  • Publisher: Bloomsbury Academic
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Pedagogy, Oppression and Transformation in a 'Post-Critical' Climate provides an urgent reflection on Freire's work, in particular his central principles of pedagogy and praxis, offering a variety of critical responses from philosophical, sociological and egalitarian perspectives. The editors explore whether Freire's revolutionary work has stood the test of time and its relevance to educational discourses today - discourses that frequently contest the ontological and historical aspects of human development

While Freire's work emerged as a response to the problem of providing a transformative educational praxis for justice and equality within a specific cultural and economic milieu, Pedagogy, Oppression and Transformation in a 'Post-Critical' Climate seeks to explore the value and possibilities of transformative praxis in perpetually diverse educational settings and within an increasingly divided globalised world. By building on the earlier emancipatory approach of Freire's Pedagogy of the Oppressed, it creates an international conversation between academics, educational practitioners and community activists for a new generation.

Author Biography

Andrew O'Shea is Lecturer in Philosophy of Education and Human Development at St. Patrick's College, Dublin City University, Ireland. Maeve O'Brien is Senior Lecturer in Sociology and Co-ordinator of Human Development at St Patrick's College, Dublin City University, Ireland.

Table of Contents

AcknowledgementsIntroduction, Andrew O'Shea (St Patrick’s College, Dublin City University, Ireland) and Maeve O'Brien (St Patrick’s College, Dublin City University, Ireland)1. Towards a Pedagogy of Care and Well-Being: Restoring the Vocation of Becoming Human through Dialogue and Relationality, Maeve O'Brien (St Patrick’s College, Dublin City University, Ireland)2. Paulo Freire and the Tasks of the Critical Educational Scholar/Activist, Michael W. Apple (University of Wisconsin, Madison, USA)3. Resistance, Struggle and Survival: The University as a Site for Transformative Education, Mags Crean (University College Dublin, Ireland) and Kathleen Lynch (School of Social Justice, University College Dublin, Ireland)4. Liberal Education, Reading the Word, and Naming the World, D. G. Mulcahy (Central Connecticut State University, USA)5. Conscientization: The Art of Learning, Anne Ryan (Adult and Community Education in National University of Ireland, Maynooth, Ireland)6. Taking Educational Risks With and Without Guaranteed Identities: Freire's 'Problem-Posing' and Judith Butler's 'Troubling', Karl Kitching (University College Cork, Ireland)7. A Post-Modernist Rendering of Freire's Educational Vision? Some Reflections on the Birmingham Centre for Contemporary Cultural Studies, Jones Irwin (St Patrick’s College, Dublin City University, Ireland)8. Rethinking Transformation in Light of Post-Modern Education: 'Freire is Dead, Long Live Freire!' Andrew O'Shea (St Patrick’s College, Dublin City University, Ireland)BibliographyIndex

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