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    Pedagogy of the Oppressed: 50th Anniversary Edition
    Pedagogy of the Oppressed: 50th Anniversary Edition
    Pedagogy of the Oppressed: 50th Anniversary Edition
    Audiobook7 hours

    Pedagogy of the Oppressed: 50th Anniversary Edition

    Written by Paulo Freire, Donaldo Macedo and Ira Shor

    Narrated by Dennis Kleinman

    4/5

    ()

    About this audiobook

    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, Ramon 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 audiences for years to come.
    LanguageEnglish
    PublisherTantor Media, Inc
    TranslatorMyra Bergman Ramos
    Release dateOct 23, 2018
    ISBN9781977334589
    Pedagogy of the Oppressed: 50th Anniversary Edition

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    Reviews for Pedagogy of the Oppressed

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    • 4/5
      This is not compulsively readable but still full of such important ideas it's hard to put down. There are so many ways to oppress and to be oppressed, and even in trying to help those you see as oppressed you may be contributing to their oppression. It's impact over intent. Oppressors cannot be fully human while trying to revoke the humanity of another. I think this would be a good book to come back to regularly.
    • 5/5
      Re-reading and Listening to Freire was a formative experience of the highest level for a secondary school educator. There's an urgent and necessary push for a paradigm shift in how educators at all levels (pre K & beyond) approach the curriculum that's not solely focused on "work ready" students. The pervasive nature of neoliberal centred-ways of doing and being has failed a couple of generations already. If we're to salvage the next, the pendulum has to swing back. Freire pushed me to act, I left a metro school and moved to a very remote school where I now work with Indigenous young people during the day and their elders in the evening. 'Education ought to be liberating'.
      Forever grateful to Freire's prophetic insights.

      1 person found this helpful

    • 4/5
      Very deep and thoughtful book. I will use in my graduate studies.

      1 person found this helpful

    • 3/5
      Freire's Pedagogy of the Oppressed will primarily be of interest to left-leaning educators, activists, and proponents of social justice. The author expends no effort trying to convince readers that there are oppressed individuals and groups. With that as a starting point, Freire outlines a liberation theory centered around embedded dialogue and critical thinking and reflection. Whether from an inelegant translation or the author's own writing style, this theoretical work suffers from a somewhat disjointed approach- perhaps trying to cover too much territory in too little space. That said, this is an important and influential work that not just requires, but deserves study and rereading.

      1 person found this helpful

    • 5/5
      Excellent book, rings so true and will change your mind about the world we live in.

      1 person found this helpful

    • 5/5
      Revolutionary! Extraordinarily brilliant way to manifest love in the world!

      1 person found this helpful

    • 4/5
      Freire wrote about teaching illiterate peasants (and, God love him, fomenting revolution at the same time) but his book nevertheless serves as a philosophical guide to turning traditional college education on its head. I've revamped my entire course based on his work.
    • 1/5
      The resurrection of a kinda Communist mummy called Paulo Freire has been observed on the campuses of increasingly sterile colleges. What indeed is te so-called "Freire Method," as commended by leftists who storm the classrooms of Brazilian universities? Let's read what the historian Paul Johnson wrote about such bait of pure Marxist ideology: " Freire found out that an illiterate adult can learn in forty hours how to decipher political significance. Only the mobilization of an entire population can lead to popular culture. Schools are counterproductive. The Freire Method is based on the use of words and expressions consciously used in a dubious, questionable manner in order to 'liberate education.' In leftist jargon, it means there's a structural mismatch between the interests of the ruling class and the Truth. Truth is on the side of the oppressed, Truth is revolutionary, it should not be sought, it should be produced'" (Paul Johnson's "Inimigos da Sociedade")Freire actually plagiarized an American missionary, Frank Laubach Charles, who in 1943 had introduced a literacy program for poor families. In the Philippines, in 30 years, the Laubach Method managed to alphabetize 60% of its targeted population. In Brazil, the Laubach method was unduly distorted and replaced by the Freire method. In 2012, Freire, the plagiarist, was finally declared by law the Patron of Brazilian Education. There is no better phrase to explain the degree of mediocrity in current Brazilian schools and universities, especially those involved with the educational area.
    • 2/5
      I encountered Freire's ideas of critical pedagogy in a curriculum theory course and excitedly picked this up hoping to gain more practical insight. I did not realize this work is almost exclusively theoretical, with only the third chapter providing limited descriptions of educational "decodification and recodification" sessions. These, to me, were the most enlightening passages, especially the quoted dialogues from "consciousness classes". Where theory is concerned, I did not find the book nearly as approachable as many other reviewers. I found the writing style to be repetitive and overly-reliant on specific philosophical terminology when simpler language would have sufficed. In fact, I think many of the reviews here do more justice to the ideas than Freire's own writing! One example - Freire spends 5 pages discussing the fact that humans differ from animals due the human ability to self-reflect. What I just summarized in about 10 words comes from p. 97 of the work - "...man is the only one to treat not only his actions but his very self as the objects of his reflection; this capacity distinguishes him from the animals, which are unable to separate themselves from their activity and thus are unable to reflect upon it". It was also hard for me not to read Friere's admiring quoting of Lenin, Marx, Mao Tse Dong, Guevara, et al. without thinking of the dark shadow history has cast on many of these thinkers. The "re-education" efforts of China and many other Communist countries relied on much of the same theoretical framework as the first two chapters of this work. While there are many positive ideas in the work as quoted by some other reviewers, I also found many troubling passages, such as: "Proposing as a problem, to a European peasant, the fact that he or she is a person might strike them as strange. This is not true of Latin-American peasants, whose world usually ends at the boundaries of the latifundium, whose gestures to some extent simulate those of the animal and the trees, and who often consider themselves equal to the latter" (p 174).Overall, I rate this book "probably good for you but not enjoyable".
    • 5/5
      Whether you want to know how to be an effective teacher / professor or you want to know how to start a revolution, this is the book for you. This modern day "Robin Hood Manifesto" is profound in depth, with aims clear and concise. I'm certain a plethora of reviews, opinions, and college papers have been written about the book, so I'll keep mine to a minimum and let the book speak for itself:“People confuse freedom with maintenance of the status quo. Threaten the status quo, and the status quo will determine that as a threat to freedom itself.”“The oppressed, having internalized the image of the oppressor and adopted his guidelines, are fearful of freedom. Freedom would require them to eject this image and replace it with autonomy and responsibility. Freedom is acquired by conquest, not by gift. It must be pursued constantly and responsibly. Freedom is not an ideal located outside of man; nor is it an idea which becomes myth. It is rather the indispensable condition for the quest for human completion.”“In their unrestrained eagerness to possess, the oppressors develop the conviction that it is possible for them to transform everything into objects of their purchasing power; hence their strictly materialistic concept of existence. Money is the measure of all things, and profit the primary goal. For the oppressors, what is worthwhile is to have more—always more—even at the cost of the oppressed having less or having nothing. For them, to be is to have and to be the class of the ‘haves.’”Just a few gems there. Read the book and find 180+ pages of them.
    • 5/5
      I note that one reviewer had a difficult time reading this -- read a bit, went away for six months, came back and read a bit, then went away again . . . then labels the book disjointed, rather than his scatter-brained -- disjointed -- approach to it being the problem.It is actually a straightforward text, so easily read and digested in much less than a week. It should also be mandatory reading for, especially, would-be teachers, but also such "scientists" as economists and sociologists. And by those who rail against "liberation theology" without having the least clue as to what it actually is. It should be read, that is, by everyone who can read, without regard to preexisting ideological predisposition -- it actually is possible to see beyond such distorting lenses. And if during the reading you don't begin critically evaluating the education you "received," then you haven't suspended your idiological warp beforehand. Yes: the FOX-ian paranoids will hate it, as instructed by FOX, and call it names, as they are given them by FOX. But there's nothing new about the ineducable rejecting anything that smacks of the risk of learning and knowing more than they already know, which is less and less as they reject more and more of fact and reality. But those who are thoughtful will find that this book is seminal, foundational, not only as a method of pedagogy but also as a clarifying method of criticially evaluating their context and situation, and reality.In two words: must reading.
    • 5/5
      This is a foundational text for many progressives (progressive educators in particular, though it does not delve into methods). Either way it is a nice meaty chunk of lefty philosophy that feels well rooted in reality and many common human experiences. I've been told that I should read earlier works by Friere for books that put the onice for change more squarely on the working class, and give liberals a more secondary role. I'll get back to you on that one.
    • 5/5
      Great book!!!! Paulo Freire takes concepts of education and links them to social change relative to observations of occurrences throughout history and present realities. An insightful perspective that calls people to awareness of themselves through understanding of love, unity and diversity in order to create a better world.
    • 4/5
      Every educator should be made to read this book. I can't believe I went through Peace Corps and the Fellowship program at Columbia without running across this pivotal book on pedagogy. This is a must read for any working within the bounds of the educational sphere. Finally a compassionate manifesto guiding us towards the end of human suffering and oppression through love and dialogue.
    • 4/5
      I ended up reading this over a period of about six months, just getting through a bit of it and then moving on to read something else and coming back to it much later. It was all so disjointed that I didn't get much out of it other than the basic points. I remember the part about "praxis", for example - he said that action without thought and thought without action are both pointless; what is needed is "praxis", which he defined as a combination of action and reflection.Then the stuff for which the book is well known, about how teaching should be a collaborative project between teacher and learners rather than a hierarchical "banking" approach where the all-knowing teacher deposits knowledge into the "vessels" of learners.
    • 4/5
      Freire stresses the importance of dialogue in the act of teaching. Diaglogue, he argues, is not separated from actions which make the world better, especially for the oppressed. Scholars of all fields, epecially educators, should read this book. It is very informative.
    • 5/5
      good book to read to see what can be done to awaken populations
    • 4/5
      a MUST READ for understanding how class rules in education