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A Pedagogy for Liberation: Dialogues on Transforming Education

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... one of the most important books for American teachers. . . . If you teach, read it on one of the days when you want to quit. You'll either keep teaching or quit with a clearer head. Democratic Schools Highly recommended. . . . Written in a rather interesting manner--primarily as a conversation--this book serves nicely as an informal yet rigorous treatment of critical pe ... one of the most important books for American teachers. . . . If you teach, read it on one of the days when you want to quit. You'll either keep teaching or quit with a clearer head. Democratic Schools Highly recommended. . . . Written in a rather interesting manner--primarily as a conversation--this book serves nicely as an informal yet rigorous treatment of critical pedagogy. There is a satisfactory blend of theoretical investigation and practical personal anecdote. . . . The text is well researched. Choice


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... one of the most important books for American teachers. . . . If you teach, read it on one of the days when you want to quit. You'll either keep teaching or quit with a clearer head. Democratic Schools Highly recommended. . . . Written in a rather interesting manner--primarily as a conversation--this book serves nicely as an informal yet rigorous treatment of critical pe ... one of the most important books for American teachers. . . . If you teach, read it on one of the days when you want to quit. You'll either keep teaching or quit with a clearer head. Democratic Schools Highly recommended. . . . Written in a rather interesting manner--primarily as a conversation--this book serves nicely as an informal yet rigorous treatment of critical pedagogy. There is a satisfactory blend of theoretical investigation and practical personal anecdote. . . . The text is well researched. Choice

30 review for A Pedagogy for Liberation: Dialogues on Transforming Education

  1. 4 out of 5

    Nahid Soltanzadeh

    این گفت‌وگو تقریبا ۲۰ سال بعد از نوشتن کتاب آموزش ستمدیدگان انجام شده. نگاه چندان انتقادی‌ای نسبت به اون کتاب نداره اما ملاحظاتی رو بهش اضافه می‌کنه که برای من جالب بودن. بحث‌های این دونفر به فهم کتاب آموزش ستمدیدگان هم خیلی کمک می‌کنه. (البته من هنوز آموزش ستمدیدگان رو تموم نکردم)‌. ایرا شر اصرار مناسبی داره به برگردوندن گفت‌وگو به سوال‌های عملی که این برای من که حین خوندن آموزش ستمدیدگان گاهی دلم می‌خواد سرمو بکوبم به دیوار خیلی کمک‌کننده بود. یه ویژگی جالبش برای من روبرویی جهان فکری فریره (که این گفت‌وگو تقریبا ۲۰ سال بعد از نوشتن کتاب آموزش ستمدیدگان انجام شده. نگاه چندان انتقادی‌ای نسبت به اون کتاب نداره اما ملاحظاتی رو بهش اضافه می‌کنه که برای من جالب بودن. بحث‌های این دونفر به فهم کتاب آموزش ستمدیدگان هم خیلی کمک می‌کنه. (البته من هنوز آموزش ستمدیدگان رو تموم نکردم)‌. ایرا شر اصرار مناسبی داره به برگردوندن گفت‌وگو به سوال‌های عملی که این برای من که حین خوندن آموزش ستمدیدگان گاهی دلم می‌خواد سرمو بکوبم به دیوار خیلی کمک‌کننده بود. یه ویژگی جالبش برای من روبرویی جهان فکری فریره (که تو یه کشور جهان سومی شکل گرفته) با یک ذهن جهان اولی بود. مقایسه‌هایی که شکل می‌گرفت تو گفت‌وگوهاشون بین برزیل و آمریکا از دو جهت برام روشنگر بود. یکی اینکه خب من تجربه‌ی درس دادن و زندگی توی آمریکا دارم و دوست داشتم ببینم فریره درباره‌ی پیاده شدن پداگوژی‌ش تو این جامعه با پیچیدگی‌هاش چی می‌گه، یکی هم این که ذات این مقایسه بهم تو مقایسه‌ای که تو ذهنم مدام در جریان بود بین برزیل و ایران کمک می‌کرد. سوال‌هایی برام ایجاد می‌کرد از جنس این که "فلان مفهوم چه معادلی در جامعه‌ی ایرانی داره؟ یا "فلان پیچیدگی جامعه‌ی ایرانی رو چطور می‌شه وارد این پداگوژی کرد؟ " دو تا مشکلی که با کتاب داشتم یکی تکرار شدن خیلی از بحث‌هاش بود، یکی هم اینکه بحثشون درباره‌ی سرکوب در آمریکا اینترسکشنال نبود. به طور مشخص سرکوب جنسیتی و نژادی که بحث می‌کردن، به عنوان دو تا پدیده‌ی "جدا" که ریشه‌ی مشترکی دارن حرف می‌زدن. که خب با توجه به اینکه گفتمان اینترسکشنالیتی چیز نسبتا جدیدتریه، طبیعی هم هست. ولی خب باعث می‌شد بحث‌هاشون درباره‌ی سرکوب در آمریکا به نظرم ناقص بیاد.

  2. 5 out of 5

    M Mushthafa

    http://rindupulang.blogspot.co.id/200... Wacana pendidikan selama ini dibiarkan terbengkalai ditindih isu-isu politik yang menebar di seantero atmosfer wacana aktual. Sebagian besar masyarakat termasuk kalangan intelektual dan akademisi bahkan menganggap pendidikan sebagai wilayah yang betul-betul terpisah dari domain politik. Akibat yang dirasakan saat ini cukup nyata: dunia pendidikan masih saja terpuruk dalam keterbelakangannya. Dalam dialog Paulo Freire dan Ira Shor dalam buku ini dengan jelas http://rindupulang.blogspot.co.id/200... Wacana pendidikan selama ini dibiarkan terbengkalai ditindih isu-isu politik yang menebar di seantero atmosfer wacana aktual. Sebagian besar masyarakat termasuk kalangan intelektual dan akademisi bahkan menganggap pendidikan sebagai wilayah yang betul-betul terpisah dari domain politik. Akibat yang dirasakan saat ini cukup nyata: dunia pendidikan masih saja terpuruk dalam keterbelakangannya. Dalam dialog Paulo Freire dan Ira Shor dalam buku ini dengan jelas ditegaskan bahwa pendidikan dan politik memiliki keterkaitan yang cukup erat. Sekolah sebagai titik tolak bidang formal pendidikan bukanlah wilayah netral yang steril dari nilai-nilai politis. Sekolah dibentuk oleh dialektika nilai dan bangunan sosial yang melingkupinya sehingga tak heran bahwa sekolah bisa menjadi salah satu tameng penopang suatu nilai tertentu—termasuk status quo. Struktur kapitalis yang membayangi hampir seluruh belahan dunia saat ini misalnya menurut Freire telah cukup mampu merintangi kritisisme masyarakat terhadap lingkungan sosialnya melalui sekolah. Kurikulum yang seolah netral ditanamkan kuat-kuat untuk menjinakkan dan menyetop imajinasi tentang kemerdekaan. Untuk itu, di sekolah-sekolah pengetahuan diperlakukan sebagai seonggok mayat dingin, bukan sosok kehidupan yang bertaut erat dengan realitas. Ruang kelas hanya menjadi ajang untuk mengetahui (ilmu), bukan memproduksi, sehingga akhirnya ruang kelas hanya menjadi pasar jual-beli pengetahuan antara guru dan murid. Freire yang juga dikenal sebagai tokoh pendidikan pembebasan dalam buku ini menegaskan bahwa pendidikan adalah sebuah tindakan politis. Pendidikan yang membebaskan berusaha memberikan suatu perspektif cerdas tentang sekolah, masyarakat, dan belajar, untuk sebuah transformasi masyarakat. Usaha Freire untuk menjadikan pendidikan sebagai instrumen penting transformasi sosial ditempuh dalam berbagai cara. Salah satu hal yang mendasar adalah penegasan ulang keterkaitan pengetahuan dengan realitas sosial. Motivasi belajar misalnya menurut Freire semestinya dipahami sebagai hasil dialektika seorang siswa atau guru dengan tindakan dan keterlibatannya dalam proses-proses sosial, sehingga akhirnya betul-betul menyatu dengan proses belajar itu sendiri. Realitas ketertindasan sosial-politik dan ekonomi misalnya telah menjadi motivasi penting dalam sosok dan semangat pemikiran Freire sendiri. Secara biografis terungkap bagaimana Freire bergulat dengan fenomena kemiskinan, kelaparan, atau teror dan intimidasi penguasa di negerinya. Sikap kritis yang diimpikan Freire yang muncul dari ruang kelas ini tidak lain adalah ketercerahan untuk dapat mengkritisi sistem kapitalis yang telah membentuk dan mengepung sekolah. Karena itu, seorang guru yang memiliki impian pembebasan harus bisa mendorong siswa-siswanya melahirkan imajinasi kreatif berupa pemikiran-pemikiran alternatif guna mengantisipasi realitas sosial masa depan dan mendayagunakan semuanya untuk membangun masyarakat. Karena situasi eksistensial siswa dan guru menjadi titik tolak yang tak bisa ditawar, maka dialog dan partisipasi menjadi kunci penting dalam sebuah proses pendidikan. Ini adalah sebuah usaha dekonstruktif untuk mendemistifikasi posisi guru yang selama ini dianggap “segalanya”. Dialog harus dapat memadamkan otoriterisme sistem sekolah, karena dalam dialog akan terbentuk suatu ketegangan permanen antara otoritas dan kemerdekaan yang membuka ruang bagi kreativitas berpikir guru dan siswa. Perbedaan-perbedaan pendapat dalam ruang kelas tidak diletakkan dalam kerangka antagonistik, tapi berada dalam bingkai partisipatoris. Dengan itu semua diharapkan pendidikan betul-betul dapat berperan mendukung proses transformasi dengan menghasilkan siswa-siswa dan guru yang memiliki rasa kebersamaan, solidaritas, dan kepedulian serta tanggung jawab untuk meraih kehidupan yang lebih baik. Buku yang berjudul asli A Pedagogy for Liberation: Dialogues on Transforming Education (1987) ini berusaha mengeksplorasi lebih jauh gagasan-gagasan pendidikan pembebasan Freire yang diformat dalam suatu dialog lepas antara Freire dan Ira Shor, seorang pemikir dan aktivis pendidikan pembebasan yang telah bereksprimen dengan gagasan Freire. Untuk kesekian kalinya elit-elit (politik) Indonesia harus disadarkan dari kesibukannya berebut kursi kekuasaan, untuk lebih memikirkan bidang pendidikan yang untuk jangka panjang akan sangat berguna sekali mendorong dan mengawal proses transformasi dan demokratisasi masyarakat. Tulisan ini dimuat di Majalah Forum Keadilan, 13 Agustus 2001.

  3. 5 out of 5

    Matea Fumić

    I was a bit sceptical about this book after finishing We Make the Road by Walking - also dialogical work that includes Freire. But, I find A Pedagogy for Liberation much more useful, much more interesting. The book is full of real-life experiences of both Freire and Shor and it will make you think and question a lot of things. I have never read any Shor's work before, so I was really positively surprised with his way of thinking and conclusions. Each of his sentences is on point. I would for sure I was a bit sceptical about this book after finishing We Make the Road by Walking - also dialogical work that includes Freire. But, I find A Pedagogy for Liberation much more useful, much more interesting. The book is full of real-life experiences of both Freire and Shor and it will make you think and question a lot of things. I have never read any Shor's work before, so I was really positively surprised with his way of thinking and conclusions. Each of his sentences is on point. I would for sure recommend reading A Pedagogy of Liberation.

  4. 4 out of 5

    Peaches

    I really wish I'd read this before now, but better late than never, right? I loved the accessible, conversational structure, but I loved even more the points about imagination, student voice, and teachers talking less so students can express more <3 I really wish I'd read this before now, but better late than never, right? I loved the accessible, conversational structure, but I loved even more the points about imagination, student voice, and teachers talking less so students can express more <3

  5. 5 out of 5

    Shannon

    Pretty dense but important themes for teachers new to experienced

  6. 5 out of 5

    Hans

    It builds on the Pedagogy of the Oppressed and allows you to better frame the profound transformation in a liberated educational system!

  7. 5 out of 5

    Giorgio Bertini

    Two world renowned educators, Paulo Freire and Ira Shor, speak passionately about the role of education in various cultural and political arenas. They demonstrate the effectiveness of dialogue in action as a practical means by which teachers and students can become active participants in the learning process. In a lively exchange, the authors illuminate the problems of the educational system in relation to those of the larger society and argue for the pressing need to transform the classroom in Two world renowned educators, Paulo Freire and Ira Shor, speak passionately about the role of education in various cultural and political arenas. They demonstrate the effectiveness of dialogue in action as a practical means by which teachers and students can become active participants in the learning process. In a lively exchange, the authors illuminate the problems of the educational system in relation to those of the larger society and argue for the pressing need to transform the classroom in both Third and First World contexts. Shor and Freire illustrate the possibilities of transformation by describing their own experiences in liberating the classroom from its traditional constraints. They demonstrate how vital the teacher’s role is in empowering students to think critically about themselves and their relation, not only to the classroom, but to society. For those readers seeking a liberatory approach to education, these dialogues will be a revelation and a unique summary. For all those convinced of the need for transformation, this book shows the way.

  8. 4 out of 5

    Martina

    This book says exactly what I feel is STILL wrong with Education. Freire and Shor explore Education and Politics in conversation. The book is easy to read, and gets you to think about the issues within society and education, and how we must progress to different ways of learning and teaching as our model is based on military and industrial concepts. They speak of the difference between authority and authoritarianism, and engage in conversation between the differences in pedagogy in Brazil and th This book says exactly what I feel is STILL wrong with Education. Freire and Shor explore Education and Politics in conversation. The book is easy to read, and gets you to think about the issues within society and education, and how we must progress to different ways of learning and teaching as our model is based on military and industrial concepts. They speak of the difference between authority and authoritarianism, and engage in conversation between the differences in pedagogy in Brazil and the U.S.A.. A must-read for every single person on this earth, in my opinion. But especially for those interested in politics (democracy / marxism), and education. There are fabulous quotes that just "hit the hammer on the nail". and it is just one enormous bundle of truths.

  9. 4 out of 5

    E.R. Carlin

    More like 3 and 1/2 stars if you are new to their collective methodology; I would suggest this as more of a supplementary text to both authors wonderful primary masterworks “Pedagogy of the Oppressed” and “Empowering Education: Critical Teaching for Social Change.” Their libratory method for teaching can be roughly reduced to the epistemological function of this Mao (Zedong) quote: “If you want knowledge, you must take part in the practice of changing reality. If you want to know the taste of a More like 3 and 1/2 stars if you are new to their collective methodology; I would suggest this as more of a supplementary text to both authors wonderful primary masterworks “Pedagogy of the Oppressed” and “Empowering Education: Critical Teaching for Social Change.” Their libratory method for teaching can be roughly reduced to the epistemological function of this Mao (Zedong) quote: “If you want knowledge, you must take part in the practice of changing reality. If you want to know the taste of a pear, you must change the pear by eating it yourself.”

  10. 5 out of 5

    Algernon

    A book consisting of dialogues between educators Paulo Freire and Ira Shor, sharing personal experiences and theories about dialogic methods and critical pedagogy versus authoritarian "banking" models and transfer teaching. Much inspiring material here but it lives in a theoretical place and I was left hungry for supplemental material demonstrating their practice, since ultimately the approach they are describing is a transformative practice (praxis being, as Freire understands it, a unity of un A book consisting of dialogues between educators Paulo Freire and Ira Shor, sharing personal experiences and theories about dialogic methods and critical pedagogy versus authoritarian "banking" models and transfer teaching. Much inspiring material here but it lives in a theoretical place and I was left hungry for supplemental material demonstrating their practice, since ultimately the approach they are describing is a transformative practice (praxis being, as Freire understands it, a unity of understanding and action).

  11. 5 out of 5

    Julie

    This is a fantastic book because it takes the moment of approach of teacher and learners and makes it into an event. it made me see the event-ness of learning and teaching. and in this event there can be a range of possibilities, one of which was being with the potential within the present moment where pedagogy and students and teacher all meet. a frightenly unique occurrence and opportunity.

  12. 4 out of 5

    M.harris Putra

    Kubaca pertama kali pada tahun 1987 (masih kuliah di FISIP-USU, tahun ke-2). Sangat berguna bagi kalangan yang perduli pada persoalan pendidikan baik secara filosofis, metodology pendidikan, sekaligus membangun kekuataan rakyat tertindas....

  13. 4 out of 5

    Ashley

    This book was dense I got a lot out of the firs 50 or so pages but then I got busy and never picked it up again. Very inspiring for teachers.

  14. 4 out of 5

    Paolo Fernando

    the struggle for social transformation is a reward in itself

  15. 4 out of 5

    Danielle

    The book is very loaded, but for a philosophical book it was still very readable. It promotes the liberative democratic teaching method over the authoritarian method.

  16. 5 out of 5

    Mark Benedict

    Go teach in high school a while guys. You're getting too far from the classroom. Go teach in high school a while guys. You're getting too far from the classroom.

  17. 4 out of 5

    Naeem

    This one is more dialogical than Pedagogy of the Oppressed since it is presented as a converstaion between Shor and Freire.

  18. 4 out of 5

    Mary

  19. 4 out of 5

    Victor

  20. 5 out of 5

    Dicky Narendra

  21. 5 out of 5

    Reuben

  22. 4 out of 5

    Amy Harlee

  23. 4 out of 5

    Ajeng Puspita

  24. 5 out of 5

    Ridwan Satria

  25. 5 out of 5

    Jessika Hepburn

  26. 5 out of 5

    Andree

  27. 4 out of 5

    Nugroho Nugroho

  28. 5 out of 5

    Neli Maria Mengalli

  29. 4 out of 5

    Ryan McEldowney

  30. 5 out of 5

    Cara Rieckenberg

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