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Which of the following averments constitute 'Critical Pedagogy' of Paulo Freire? (a) Teaching is inherently political (b) Teaching implies absence of neutrality of knowledge (c) Teaching is pro-establishment (d) Issues of social justice and democracy are integral part of teaching (e) Teaching is away from social reality Choose your answer from the options below:

Which of the following averments constitute 'Critical Pedagogy' of Paulo Freire? (a) Teaching is inherently political (b) Teaching implies absence of neutrality of knowledge (c) Teaching is pro-establishment (d) Issues of social justice and democracy are integral part of teaching (e) Teaching is away from social reality Choose your answer from the options below: Correct Answer (a), (b) and (d)

Paulo Freire

Paulo Freire’s pedagogy developed in the particular historical and political circumstances of neo-colonialism and imperialism. Freire’s perception of society and social relations is based on class relations. He sees social dynamics through the oppressor-oppressed dialectic.

Freire discusses two types of knowledge, unconscious, sometimes practical knowledge and critical, reflective, or theoretical knowledge. Beliefs are shaped into knowledge by discussion and critical reflection. Knowledge should not be limited to logic and content, or emotions and superstitions, but should seek the connections between understandings and feelings.

Freire’s critical pedagogy

  • Freire’s critical pedagogy talked about making teachers and students aware of the “politics” that surround education. The way students are taught and what they are taught serves a political agenda.
  • Issues of social justice and democracy are an integral part of teaching.
  • Teachers, themselves, have political notions they bring into the classroom. Freire believed that “education makes sense because women and men learn that through learning they can make and remake themselves because women and men are able to take responsibility for themselves as beings capable of knowing – of knowing that they know and knowing that they don’t”.
  • Teaching implies the absence of neutrality of knowledge. He/She is able to create knowledge through discussion and critical reflection.
  • The purpose of Freire’s education is liberation; it is achieved through authentic dialogue in which everyone speaks one’s own word with the mediation of the world to name the world.

Hence, 

  • Teaching is inherently political
  • Teaching implies absence of neutrality of knowledge
  • Issues of social justice and democracy are integral part of teaching

These averments constitute 'Critical Pedagogy' of Paulo Freire.

Additional Information

‘Pedagogy of the Oppressed’.

By analyzing Freire’s pedagogy, we are able to identify his significant contribution to education:

  • Emphasis on dialogue - he upheld that education is a dialogical (conversational) rather a curricular form and this dialogue should not involve one person acting on another, but rather people working with each other. A dialogue, not only requires critical thinking but also generates critical thinking in the participants.
  • The concern with praxis - an action that is informed and linked to certain values. He upheld that dialogue should result not only in deepening understanding but also in taking informal actions and making a difference in the world.
  • The concern with conscientization - developing consciousness that is understood to have the power to transform reality.
  • Insistence on the lived experience of participants - provide an educational activity to suit the living situation/experience of the people.

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