The Wiley Handbook of Paulo Freire

Wiley-Blackwell (Verlag)
  • 1. Auflage
  • |
  • erschienen am 9. Juli 2019
  • |
  • 624 Seiten
E-Book | ePUB mit Adobe-DRM | Systemvoraussetzungen
978-1-119-23676-4 (ISBN)
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.
1. Auflage
  • Englisch
  • Newark
  • |
  • USA
John Wiley & Sons
  • 3,24 MB
978-1-119-23676-4 (9781119236764)
weitere Ausgaben werden ermittelt
  • Intro
  • Table of Contents
  • Notes on Contributors
  • Foreword by Audrey Azoulay, Director-General of UNESCO for The Wiley Handbook on Paulo Freire
  • Part I: History and Context of a Global Public Intellectual
  • Introduction
  • History and Context of a Global Public Intellectual
  • From Recife to the World: Freire, Pilgrim of Utopia
  • Freire and the Epistemology of the Global South: Intersections and Relationships
  • Class, Gender, Race, Religion, the State, and a Missing Chapter in Freire's Oeuvre
  • Paulo Freire and the Construction of Democratic Education. What Is Freire's Relevance for Educational Reform?
  • Conclusions
  • References
  • Part II: From Recife to the World: Paulo Freire, Pilgrim of Utopia
  • 1 Freire's Intellectual and Political Journey
  • Angicos, to Learn so as to Transform
  • To the Ragged of the World
  • Consciousness and History
  • Reuniting with His Own Story
  • Citizen Education, Popular Education
  • Freire, Global Thinker
  • References
  • 2 Paulo Freire: Education, Culture, and the University
  • Popular Culture-Foundations of the Paulo Freire System
  • From Adult Literacy to the People's University
  • Fifty-One Years Later
  • References
  • 3 Paulo Freire and the Movements of Popular Culture's Educational Philosophy
  • Introduction
  • The Debate on Brazilian Culture and Identity
  • Popular Culture and Education Inside the MCPs
  • Conscientization in Freire's Educational Philosophy: Epistemological, Political, and Pedagogical Elements
  • Conclusion
  • References
  • 4 Wake Up and Dream!
  • Historical Context
  • Finally, a Worker Spoke Up
  • The World and the Word
  • Danilson Pinto: A Life with the People
  • References
  • 5 Finding Paulo Freire in Chile
  • Introduction
  • Chile: The Weight of Exile
  • Adult Literacy Training: Theories Behind the Method
  • Education, Training, and Agrarian Reform
  • From Literacy and Training to Politics and Policies
  • The Global Legacy
  • References
  • 6 Paulo Freire's Place in Latin America's History and Future
  • Reasons to Link Freire to the History of Latin American Education
  • Freire and Latin America Unity
  • Origins and Antecedents to Popular Education in Latin America
  • The Search for Democracy in Education
  • Libertarian or Liberating Education
  • Freire and the Relationship Between Education and Politics in the Twenty-first Century
  • Freire's "Viable Unprecedented" Accomplishment
  • References
  • 7 Paulo Freire Working in and from Europe
  • Introduction
  • "Culture Medium" as Metaphor for a Context of Emergence and Maturation Ground of Ideas
  • The Political, Economic, and Cultural Contexts of Europe in the 1960s and 1970s
  • A "Culture Medium" of Different Forms of Analyzing Education Meanings in Europe in the 1960s-1970s
  • The Three Key Areas of Freire's Work in Europe
  • Freire and Europe/Europe and Freire
  • References
  • 8 Freire and Africa
  • Introduction
  • The Works of Paulo Freire: Relevance to African Education
  • Dialogical Praxis, Hope, and Transformation
  • Manifestations of Freireanism Through/in Educational Processes in Africa
  • Conclusion
  • References
  • 9 Freirean Ideas and Practice in Asia
  • Introduction
  • Paulo Freire in the Context of Asia
  • Paulo Freire in Japan
  • Paulo Freire in Taiwan
  • Paulo Freire in South Korea
  • Discussion and Conclusion
  • References
  • Videotapes
  • 10 Freire in China
  • Freire "Came" to China
  • The Spread of Freire's Thoughts in China
  • Freire's Influence in China
  • Freire Is Still "Living" in China
  • References
  • 11 Reading Freire in the Middle East
  • Introduction
  • Chapter Outline
  • Methodology and Disclaimer
  • Analytical Framework-Pointing to an Islamic Critical Theory
  • Kingdom of Saudi Arabia
  • Higher Education in Saudi Arabia
  • Charting a New Path-Vision 2030
  • Neoliberalism-the Right Fit for SA?
  • Axis of Possibility-Reading Freire in the Middle East
  • Potential Criticisms of Freire
  • Pedagogy in Freire and Al Ghazali
  • Discussion-Freire's Relevance to SA and Vision 2030
  • Freire Found in SA
  • References
  • 12 Paulo Freire's Continued Relevance for U.S. Education
  • Introduction
  • The 1970s and 1980s: Freire's Global Reach and Influence
  • The 2000s: Finding Freire Post-Freire, When Another World Was Possible
  • Current Context: Revisiting Freire in a Moment of Educational Efficiency and Trumpism
  • References
  • Part III: Freire and the Epistemology of the Global South: Intersections and Relationships
  • 13 Rereading Freire and Habermas
  • Introduction
  • Part I: Reframing the Comparison of Freire and Habermas
  • Part II: From Philosophical Anthropology to the Anthropocene and Ecopedagogy
  • References
  • 14 Juxtaposing the Educational Ideas of Gandhi and Freire
  • Introduction
  • Commonalities
  • Educational Philosophies
  • Educational Experiments
  • Role of Teacher
  • Critiques
  • Conclusion
  • References
  • 15 Education for "Not Being Duped" in an Era of Fake News
  • John Dewey
  • Paulo Freire
  • Dewey and Freire on the Meaning of "Being Duped"
  • Acknowledgments
  • References
  • 16 Praxis, Hegemony, and Consciousness in the Work of Antonio Gramsci and Paulo Freire1
  • Introduction
  • Marxian Influence
  • Ideology
  • Hope Springs Eternal
  • Education in Its Widest Sense
  • Praxis: Philosophy and Pedagogy
  • Authority and Freedom
  • Conclusion
  • References
  • 17 Education for Humanity
  • Introduction
  • Education: Capabilities, Instrumental Freedoms, and Institutional Reforms
  • Education as the Practice of Freedom
  • The Dialogic Nature of Education for Liberation
  • Education: Human Capital to Capability Expansion
  • Global Competencies: A Neuroscience Perspective
  • Way Forward: LIBRE
  • Acknowledgments
  • References
  • 18 Bases and Connections of Paulo Freire's "Thought in Action"
  • Introduction
  • The Political-Educational Bases and Connections of Paulo Freire
  • Exploring the Bases and the Initial Connections: Education for Development, Freedom and Critical Awareness
  • The Bases and Connections of the Progression of Paulo Freire's Thought: The Pedagogy of the Oppressed and Cultural Action for Liberation
  • The Bases and Connections of the Radicalization of Paulo Freire's Thought: The Production, Work and Transformation of Society as Contexts of Political Education
  • Final Considerations
  • References
  • Part IV: Class, Gender, Race, Religion, the State, and a "Missing Chapter" in Freire's Oeuvre
  • 19 Paulo Freire, Class Relations, and the Tasks of the Critical Scholar/Activist in Education
  • Freire, Dialogue, and Praxis
  • The Politics of Class Conversion Strategies
  • Education and Power
  • Globalization, Postcolonialism, and Education
  • Knowledge from Below
  • The Tasks of the Critical Scholar/Activist
  • References
  • 20 The Connections Between Education and Power in the Liberatory Feminist Classroom
  • Introduction
  • The Problematics of Feminist "Process" and Pedagogy in a Diverse Environment
  • Power and Diversity in the Classroom and Beyond-the Ethnocentric Bias and Some Strategies for Addressing It
  • Are These Merely Mechanics?
  • Conclusion
  • References
  • 21 Engaging Gender and Freire
  • Introduction: Relevancy, "Urgency," and "Broadenings": Discoursal "Self-Subversion" at the Intersections of Gender and Freirean Studies
  • Part 1: Framings-On Not Getting "Bogged Down"/on Getting "Unstuck"
  • Part 2: Methodology-A Grounded Coding
  • Part 3: Dictionary Analysis-"The Words Tell us Stories"
  • Part 4: Supplemental Syntheses-Re/Engagement Across Contexts
  • Part 5: Conclusions-Evolving Struggle, Evolving Language
  • Acknowledgments
  • References
  • 22 A Freirean Journey from Chicana and Chicano Studies to Critical Race Theory
  • My Introduction to Race, Ethnic, and Women's Studies
  • My Introduction to Freirean Problem-Posing Pedagogy
  • My Introduction to CRT
  • Conclusion
  • References
  • 23 Callings, Myths, Liberation, and Communion
  • Introduction
  • The Role of Religion in Freire's Biography
  • Church and Critiques of the Churches' Role
  • Callings, Myths, Communion, and Liberation
  • Conclusion
  • References
  • 24 Paulo Freire and the "Logic of Reinvention"
  • Reconstructing the Logic of Reinvention
  • Reframing Epochal Diagnosis: Reinventing Power
  • Integral Reproduction Theory Revisited
  • Foucault, Power, and Governmentality
  • Conclusion
  • References
  • 25 Ecopedagogy
  • Introduction
  • Chapter Five: The Missing Chapter
  • References
  • Part V: Paulo Freire and the Construction of Democratic Education: What Is Freire's Currency for Educational Reform?
  • 26 Reimagining Teacher Education to Promote Relationships of Caring and Advocacy
  • Freire's Legacy in Teacher Education
  • A Snapshot of Teacher Education Today
  • Freire's Signature Ideas as Related to Teacher Education
  • The Political Nature of Education
  • Banking Education
  • Dialogue
  • Critical Pedagogy
  • Conclusion: Reimagining Teacher Education to Promote Relationships of Advocacy and Caring
  • References
  • 27 Paulo Freire and Globalized Higher Education
  • Introduction
  • Paulo Freire's Ontology and Epistemology
  • The University in the Western World
  • Paulo Freire and Higher Education
  • Conclusion
  • References
  • 28 Thesis Supervision
  • Freire on the Role of Thesis Advisors
  • Supervision in Contemporary University Environments
  • Conclusion
  • References
  • 29 Paulo Freire and the Debate on Lifelong Learning1
  • Introduction
  • The Concept's Progenitor
  • The UNESCO-Driven Concept of LE
  • Freire and UNESCO
  • Alternative LL
  • Transformative LL and the Politics of Hope
  • References
  • 30 Freirean Dialectics and Dialogue
  • Method of Inquiry
  • Summary of the Analysis
  • Freirean Dialectics and Dialogue
  • Conclusion
  • Acknowledgments
  • References
  • 31 Fertilizing the Unusual (The Praxis of a Connective Organization)
  • Radical Connectivity
  • From the Popular Public School to the Citizen School
  • From Ecopedagogy to Planetary Citizenship
  • Adult Education and the MOVA Methodology
  • Toward a National Policy of Popular Education
  • Popular Education in Human Rights
  • Technology and Social Emancipation
  • Articulating, Mobilizing, and Educating for Other Possible Worlds
  • Final Considerations
  • References
  • Index
  • End User License Agreement

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)

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...

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