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A Reflection on the Works of Paulo Freire and its Relevance to Classroom Teaching

Journal Name:

  • Middle Eastern & African Journal of Educational Research

Publication Year:

  • 2014

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Abstract (2. Language): 
Most of the social, economic and political problems of the third world countries are said to have their roots in the problem of illiteracy, ‘banking education’ and lack of dialogue in their education systems. These are some of the issues that the philosopher Paulo Freire has addressed in most of his works. This paper therefore aims at presenting a reflection of the works of Paulo Freire. While taking into account of a typical Kenyan classroom context, the paper presents the relevance of Freire’s philosophy. It discusses Freire’s philosophy in the areas of teaching–learning environment, comparing their philosophical ideas and their relevance in modern times.
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REFERENCES

References: 

Arora, A. (2007). On reading Paulo Freire. Contemporary Education Dialogue, 5, 123-126.
Deans, T. (1999). Service-learning in two keys: Paulo Freire’s Critical Pedagogy in relation to John Dewey’s Pragmatism. Michigan Journal of Community Service Learning, 6, 15-20.
Freire, P. (1973). Education for Critical Consciousness. New York: Seabury
Freire, P. (1978). Pedagogy in Process: The letters to Guinea Bissau. New York: Seabury
Freire, P. (1988). “The adult literacy process as cultural action for freedom and education and conscientization.” In perspectives on literacy, ed. Eugene R Kintgen, Barry M. Kroll and Mike Rose, pp 398-409. Carbondale, IL: Southern Illinois University Press
Freire, P. (1994). Pedagogy of Hope. New York. Continuum.
Freire, P. (1996). Pedagogy of the Oppressed. New York. Continuum.
Kirkendall, A.J. (2001). Paulo Freire and Cold War Politics of Literacy. Comparative Education Review, 55, 647-649.

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