Provides new insights on the lasting impact of famed philosopher and educator Paulo Freire
50 years after the publication of his masterpiece, Pedagogy of the Oppressed, this book brings new perspectives on rethinking and reinventing Brazilian educator and philosopher Paulo Freire. Written by the most premier exponents and experts of Freirean scholarship, it explores the currency of Freire's contribution to social theory, educational reform, and democratic education. It also analyzes the intersections of Freire's theories with other crucial social theorists such as Gramsci, Gandhi, Habermas, Dewey, Sen, etc.
The Wiley Handbook of Paulo Freire studies the history and context of the man as a global public intellectual, moving from Brazil to the rest of the world and back. Each section offers insides on the epistemology of the global south initiated by Freire with his work in Latin America; the connections between class, gender, race, religion, the state and eco-pedagogy in the work of Freire; and the contributions he made to democratic education and educational reform.
* Presents original theory and analysis of Freire's life and work
* Offers unique and comprehensive analysis of the reception and application of Paulo Freire in international education on all continents
* Provides a complete historical study of Freire's contributions to education
* Systematically analyzes the impact of Freire in teachers training, higher education, and lifelong learning
The Wiley Handbook of Paulo Freire is an ideal book for courses on international and comparative education, pedagogy, education policy, international development, and Latin America studies.
Notes on Contributors
Ângela Biz Antunes, PhD in education, Faculty of Education University of São Paulo. She is a collaborator in the following books: Paulo Freire: uma biobibliografia (1996), Educação de Jovens e Adultos: a experiência do MOVA-SP (1996) and Autonomia da escola: princípios e propostas (1997); and author of Aceita um conselho: como organizar os colegiados escolares (2002) and Educação cidadã, educação integral: fundamentos e práticas (2010), with Paulo Roberto Padilha. Currently she is the pedagogical director of the Paulo Freire Institute, São Paulo.
Michael W. Apple is John Bascom Professor of Curriculum and Instruction and Educational Policy Studies at the University of Wisconsin and Professorial Fellow at the University of Manchester. He has written extensively on the relations between knowledge and power and on the politics of educational reform. Among his recent books are Knowledge, Power, and Education; Can Education Change Society?; and The Struggle for Democracy in Education: Lessons From Social Realities.
Shigeru Asanuma earned a PhD at the University of Wisconsin-Madison in 1986 and is currently professor at Rissho University in Japan. He was previously associate professor at St. Luke's of College of Nursing, University of Nagoya, and professor at Tokyo Gakugei University. His work focuses on forming curriculum theories through phenomenology and critical thought.
N'Dri Thérèse Assié-Lumumba is professor of African/Diaspora and Comparative/International Education, social institutions, and gender study in the Africana Studies and Research Center at Cornell University. She is president of the World Council of Comparative Education Societies (WCCES), fellow of the World Academy of Art and Science, coeditor (with Emefa Takyi Amoako) of Re-visioning Education in Africa: Ubuntu-Inspired Education for Humanity (New York: Palgrave, 2018) and founding editor of Global Comparative Education: Journal of the WCCES.
Carlos Rodrigues Brandão was born in Rio de Janeiro. When he began to participate in the Movimento de Educação de Base (MEB) (Movement of Base Education) in January 1964, he got connected with culture and popular education. Since then, he has participated as adviser and author of books and writings on popular culture and popular education. Among them are the following books: O que é Método Paulo Freire (1981), O que é Educação popular (1982), Educação Popular na Escola Cidadã (2000), and A educação como cultura (2003). With undergraduate education in psychology and a master's and PhD in anthropology, he has been professor in the Graduate Program of Anthropology of the Universidade Estadual de Campinas. At that university, he has collaborated with GEPEJA, Grupo de Pesquisa de Educação de Jovens e Adultos (Group of Research on Education of Youth and Adults).
Martin Carnoy is the Vida Jacks Professor of Education and Economics at Stanford University's Graduate School of Education and codirector of the Lemann Center for Educational Entrepreneurship and Innovation in Brazil.
Chen-Wei Chang is an associate research fellow in the Research Center for Education Systems and Policy at National Academy for Educational Research in Taiwan (R.O.C.). Her research interests include international education, global citizenship education, and sociology of education.
Nandini Chatterjee Singh is senior national officer at UNESCO MGIEP. She is a cognitive neuroscientist who uses behavior and functional neuroimaging to study learning and the brain. She leads the Rethinking Learning program at MGIEP and is passionate about translating neuroscientific evidence on learning and education from laboratory to classroom. She is currently leading a program to integrate socioemotional learning paradigms in classrooms using interactive digital technologies.
Luiza Cortesão is an emeritus professor at the University of Porto- Faculty of Psychology and Education Sciences, Chairperson of Paulo Freire Institute of Portugal, member of the Center for Research and Intervention in Education of FPCE UP, having worked as a consultant for UNESCO and other European agencies in Portuguese-speaking countries. She is involved in national and international projects in the field of education/intercultural relations.
José Cossa is a faculty member at Vanderbilt University and at Walden University. He holds a PhD from Loyola University, Chicago in cultural and educational policy studies with a focus on comparative and international education. He is the author of Power, Politics, and Higher Education: International Regimes, Local Governments, and Educational Autonomy. He conducts research on higher education, power dynamic, modernity, decolonializing, debordering, deperipherizing, and decentering the world, and global and social justice.
Bruno B. Costa is adjunct professor at the University of the State of Mato Grosso (Unemat), Brazil. His research centers on philosophy of education, with emphasis on Freirean pedagogy, critical pedagogy, popular culture and education, social pedagogy, Brazilian and Latin American philosophy, liberation philosophy, and teaching philosophy and decolonial studies. Recently published works include the transition/transitionality (society) entry in the Paulo Freire Encyclopedia.
Sonia Couto has a PhD in education and her undergraduate education was in letters and pedagogy. She is the author of Método Paulo Freire, a reinvenção de um legado (2011), Princípios curriculares orientadores para a EJA (2009) and books on didactics. She is a member of the Comissão Nacional de Alfabetização e Educação de Jovens e Adultos and coordinator of the Centro de Referência Paulo Freire.
Anantha K. Duraiappah took the position as inaugural director of the UNESCO MGIEP in 2014. A science-policy pacesetter, with over 33?years' experience, he now plays a key role in positioning UNESCO MGIEP as a leading research institute on education for peace, sustainable development, and global citizenship. He is presently focusing on strengthening the science-policy guide in education by exploring how the neurosciences of learning can contribute to developing emotional and intellectual intelligence through innovative digital pedagogies
Moacir Gadotti has a PhD in science of education from the Université de Genève and Doctor Honoris causa from the Universidade Federal Rural do Rio de Janeiro. He is professor emeritus, Universidade de São Paulo, and honorary president, Instituto Paulo Freire. Professor, Universidade Estadual de Campinas, Universidade Católica de São Paulo, and Campinas. Among his books are História das ideias pedagógicas (1993), Pedagogia da Práxis (1995) Paulo Freire: uma biobibliografia (1996), Pedagogia da Terra (2001) and Boniteza de um sonho (2011).-www.gadotti.org.br:8080/jspui
Marcela Gajardo is senior scholar and researcher at FLACSO-Chile. She holds an MA in sociology (University of Essex., England) and a graduate degree in educational sciences (Catholic University, Chile). She is cofounder and former director of PREAL and Visiting scholar at Harvard University (2015-2016), has also worked as senior advisor for multilateral and bilateral cooperation agencies, and published extensively on education and development. In the late 1960s she was one of Paulo Freire's assistants at ICIRA in Chile.
Ratna Ghosh is Distinguished James McGill Professor and MacDonald Professor of Education at McGill University and was formerly dean of education. Her publications on multiculturalism and social justice issues in education (e.g., Education and the Politics of Difference, 2013; Redefining Multicultural Education, 2014) have earned her honors in the Orders of Canada (C.M.), Quebec(O.Q.), and Montreal (OOM). She was elected a fellow of the Royal Society of Canada (F.R.S.C.) and is a fellow of The World Academy (TWAS), Trieste, Italy.
Anamika Gupta is a national programme officer at UNESCO Mahatma Gandhi Institute of Education for Peace and Sustainable Development. She brings more than 7?years of transdisciplinary experience from the fields of communication, peace building and conflict transformation, gender and human rights education into her current work of leveraging innovative digital pedagogies for transformative learning. Currently she is involved in creating digital content on global issues to build socioemotional competencies in learners.
Sondra Hale is a research professor in anthropology and gender studies, University of California, Los Angeles (UCLA). Her research is in the Middle East and Africa, especially Sudan, with emphases on women's activism, conflict, and grassroots movements. She has written Gender Politics in Sudan: Islamism, Socialism and the State, three coedited volumes, and numerous articles and chapters. She has headed three women's studies departments and is an award-winning teacher.
John D. Holst is an associate professor of lifelong learning and adult education at the Pennsylvania State University in University Park, PA. He is author of Social Movements, Civil Society, and Radical Adult Education (2002), coauthor...