Revolution Lullabye

June 10, 2009

Shor, Critical Thinking and Everyday Life

Shar, Ira. Critical Thinking and Everyday Life. Boston: South End Press, 1980.

Shor explains in this book how he practiced liberatory pedagogy in his writing classes of working-class, Open Admissions CUNY students. His pedagogy draws on Freire, and he applies Freire’s theories to argue against the motivations for and the attitudes transcribed by American vocational education. His theory of critical teaching, “extraordinarily re-experiencing the ordinary,” (95) is Freirian in nature, based in dialogue grounded in the subjectivity of the students, collaboration, self-reflection, and indisciplinary inquiry and investigation. This book contains several of his pedagogical assignments, strategies, and experiments from working with his Open Admissions CUNY students, a program that was cut, ironically, right as teachers like Shor were beginning to learn how to best teach these students.

Quotable Quotes

vocational education “narrows human development” and is a “socialization against intellectual life, against feeling, and against autonomy.” (51)

Notable Notes

this kind of pedagogy is difficult, anxiety-filled for the teacher

working against the hegemoies of mass culture and false consciousness

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June 9, 2009

Freire, Pedagogy of the Oppressed

Freire, Paulo. Pedagogy of the Oppressed. Trans. Myra Bergman Ramus. New York: Herder and Herder, 1970.

Freire believes that only through liberatory education can the poor and oppressed begin to understand and reflect upon their social position and then take action towards permanent liberation and the restructuring of society. He distinguishes between the antidialogic banking model of education, whose passive, narrative education with content alien to students’ context mirrors oppressive society, and dialogic liberatory pedagogy, an active, praxis-oriented┬ápedagogy that treats students and teachers as joint partners in critically investigating generative themes and problems in society. Dialogic liberatory pedagogy is subjective and humanist, founded in commitment to others through love, humility, faith, and hope.

Quotable Quotes

methodology of liberatory pedagogy: conscientizacao – “learning to perceive social, political, and economic contradictions, and to take action against the oppressive elements of reality” (19).

pedagogy of the oppressed – “makes oppression and its causes objects of reflection by the oppressed, and from that reflection will come their necessary engagement in the struggle for their liberation” (33).

“To exist, humanly, is to name the world, to change it” (76).

“Education as the practice of freedom – as opposed to education as the practice of domination – denies that man is abstract, isolated, independent, and unattached to the world; it also denies that the world exists as a reality apart from men” (69).

Notable Notes

don’t forget the context – 1960s, poor Catholic peasants in Brazil

even with the dialogical model, leadership is necessary and important – connection to administration (167).

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