<i>Pedagogy of the Oppressed</i> Fifty Years On: A Review Essay

Abbott, Diana D.; Badley, Ken

doi:10.1177/2056997119837927

Cited by 5 publications

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“…Thus, their grades tend to depend not on their reflective thoughts and opinions but facts (Muhammad, 2019). Abbott and Badley (2020) argued that this banking education method, which is a traditional method, has the potential to restrict the students' imaginative capacity.…”

Section: Overview Of the Iraqi Kurdistan Educational Systemmentioning

confidence: 99%

The cross-cultural validation of the technology-enhanced social constructivist learning environment questionnaire in the Iraqi Kurdistan Region

Mohammed

Kinyó

2022

RPTEL

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This study’s primary aim is to validate a research instrument in Iraqi Kurdistan middle and secondary schools to explore learners’ perspectives concerning social constructivist learning environments and e-learning outcomes. The research instrument was updated and devised based on Aldridge, Fraser, Taylor, and Chen's (Aldridge et al., International Journal of Science Education 22:37–55, 2000) Constructivist Learning Environment (CLES) Survey. Additionally, it also contains two newly developed rating scales that have been taken from Luckay and Laugksch (Luckay and Laugksch, Research in Science Education 45:1–22, 2015), and a perceived e-learning outcomes scale adopted from Sultan, Woods, and Koo (Sultan et al., Educational Technology and Society 14:149–163, 2011). The instrument included seven prominent social constructivist learning dimensions and plus perceived e-learning outcomes, namely: Respect for Difference, Learner Investigation, Critical Voice, Learner Negotiation, Individual Relevance, Shared Control, Uncertainty and Perceived e-Learning Outcomes. For this study, empirical data were gathered from 1289 upper primary and secondary school students in the Iraqi Kurdistan Region. The research instrument possessed factor structure, discriminant validity, and internal consistency reliability based on the results of data analysis. Consequently, the validity and reliability of Arabic language and Kurdish language versions of the survey were verified. Hence, the principal data are sufficient for additional empirical research involving path model evaluation in order to discern any correlations between the variables included in the research model.

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Section: Overview Of the Iraqi Kurdistan Educational Systemmentioning

confidence: 99%

The cross-cultural validation of the technology-enhanced social constructivist learning environment questionnaire in the Iraqi Kurdistan Region

Mohammed

Kinyó

2022

RPTEL

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“…Fuad Hasan saw existence as another point of view of Freire below the main point of human beings. A new human presence is meaningful when its existence is directed at other humans [11]. Freire is a thinker with a deep spiritual level.…”

Section: Mankind As the Starting Point To The Philosophy Of Educationmentioning

confidence: 99%

“…Freire's spirituality is not captured through the time spent praying or meditating, but spirituality is caught in his mind, namely by placing man as the starting point of his philosophical thinking. Although some people criticize his thoughts, as stated in Pedagogy of the Oppressed: 50th Anniversary Edition [12], but Abbott and Badley insisted that Freire's spirit must continue. Freire placed faith in his educational project and that Freire focusing on how his faith shaped his educational philosophy and his pedagogy [13].…”

Section: Mankind As the Starting Point To The Philosophy Of Educationmentioning

confidence: 99%

Human Value in the Disruption Era: Analysis of the Paulo Freire Education Philosophy and Genesis 1:26,27

Boiliu¹,

Samosir²,

Nugroho³

2020

Proceedings of the First International Conference on Christian and Inter Religious Studies, ICCIRS 2019, December 11-14 2019, M

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The purpose of this paper is to look at human value in the context of Christian education in the disruption era. The approach is to synthesize between the philosophy of education of Paulo Freire and human value in Genesis 1: 26,27. Freire presents a liberating pedagogy. Liberation pedagogy emphasizes human value as a basis. Humanizing and liberating pedagogy is transformative and permanent. Problem Posing Method (PPM), is an educational method that is not oppressive and aims to raise awareness of reality. PPM is based on assumptions, humans as an 'exist' awareness and consciousness as consciousness in the world. In the perpective of Genesis 1:26,27, humans as free (in his will) and valuable beings in the presence of creator and other creatures. The synthesis of Freire's human philosophy as the basis of his educational philosophy with Genesis 1: 26,27 is that Freire moves from the Bible as the basis of his human philosophy to fight for eroded human values. This era as an era of disruption, human values should not be eroded in the education process.

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“…Two years previously, the golden jubilee of his masterpiece Pedagogy of the Oppressed (Freire, 1968) was commemorated in Brazil and elsewhere (e.g. Abbott and Badley, 2020;Celebi, 2018;Souza and Mendonça, 2019). These occasions presented us with the ideal opportunity to assemble a special issue that revisited Freire's legacy in the context of contemporary management learning and education.…”

Section: Introductionmentioning

confidence: 99%

Politicizing and humanizing management learning and education with Paulo Freire

Barros,

Bristow,

Contu

et al. 2024

Management Learning

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Paulo Freire is widely acknowledged as one of the leading 20th-century philosophers of education. Freire’s ideas have been leveraged by scholars across the social sciences, including in the field of organization studies where it has come to inform extant understandings of management learning and education. While such engagements with Freire have enriched many germane discourses in our field, we have yet to excavate the full potential of his writings. This special issue aims to remedy this oversight by illuminating myriad promising trajectories through which scholars in organization studies can return to Freire’s ideas with the intention of enhancing the future of management learning and education.

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Pedagogy of the Oppressed Fifty Years On: A Review Essay

Cited by 5 publications

References 0 publications

The cross-cultural validation of the technology-enhanced social constructivist learning environment questionnaire in the Iraqi Kurdistan Region

The cross-cultural validation of the technology-enhanced social constructivist learning environment questionnaire in the Iraqi Kurdistan Region

Human Value in the Disruption Era: Analysis of the Paulo Freire Education Philosophy and Genesis 1:26,27

Politicizing and humanizing management learning and education with Paulo Freire

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