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 center...
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.
作者简介
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Paulo Freire is the author of the bestselling Pedagogy of the Oppressed as well as Education for Critical Consciousness, Pedagogy in Process (The Letters to Guinea-Bissau), Learning to Question (with Antonio Faundez), and Pedagogy of the City.
Donaldo Macedo is Professor Emeritus and Distinguished Professor of Liberal Arts and Education at the University of Massachusetts Boston...
Paulo Freire is the author of the bestselling Pedagogy of the Oppressed as well as Education for Critical Consciousness, Pedagogy in Process (The Letters to Guinea-Bissau), Learning to Question (with Antonio Faundez), and Pedagogy of the City.
Donaldo Macedo is Professor Emeritus and Distinguished Professor of Liberal Arts and Education at the University of Massachusetts Boston, USA. He is co-author, with Paulo Freire, of Literacy: Reading the World and the Word (1987).
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0 有用 Gawiel 2023-05-20 02:58:46 美国
problem-posing pedagogy 在概念上还是很有启发的；被动灌输的教育会令学生学习到“被动”，就会形成对社会现状被动、被迫接受；解放的教育是令学生主动，从而认识到社会是由人创造的，也是可以由人改变的。解放的教育的重点让学生提出（社会现状的）问题，从而学习自己想学习的东西。对教育、社运、媒体等广义的pedagogy都可有启发。