Critical Pedagogy for Social Change

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Critical Pedagogy for Social Change 

• Haggith Gor
• The Center of Critical Pedagogy
• Kibbutzim college of Education, Tel Aviv

III??International Symposium on Human Rights
Education and Textbook research 17-18 April,
2004 Istanbul and Textbook
Research
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The art work in this presentationis taken from
the outdoor exhibitionof the Holiday of Holidays
festival, 2000-1, Wadi Nisnas Haifa
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Oh, baby baby, it is hard world
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• What is critical pedagogy?
• A pedagogy that look at our reflection in
  the mirror and learn from it.
• A pedagogy that tries to see ourselves
  socially, as related to issues of equality and
  inequality, discrimination, human dignity,
  freedom and social justice.
•  

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Pretending innocence
Dan Zaretsky
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  A Pedagogy of human rights, marginal
population. Examine the place of different
groups in society pays attention to issues of
race, class and gender, ethnicity, body-ablism
etc. Tries to discover How education stratifies
children of different origins into assigned
social status according to the groups they were
born to. How it conserve the same social order
that is not equal and just.
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• Gives a voice to marginal groups
• Changes the point of view from which e are
  used to look at different social phenomena.
  Doesnt allow us to ignore, deny, be indifferent.
  
• Examines the power relationships between
  groups
• Offers a different alternative for education,
  more equal one, more fair, and just.
• Education for social change and activism
•  

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Paulo Freire
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Paulo Freire

• Brazilian educator, born on September 19, 1921 in
  Recife, died Friday, May 2, 1997
• Freire led a literacy program amongst poor
  peasants. Led cultural circles, political
  discussions, learning literacy as political act
  of liberation.

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• April of 1964 Freire was thrown into jail for his
  "subversive" activities
• He was sent to exile.
• Freire led literacy program in Chile.
• 1970 he presented his theory in Harvard
  University USA.
• Then moved to Geneva and worked with World
  Council of Churches assisting educational
  programs of newly independent countries in Asia
  and Africa.

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• In 1979, Paulo was invited by the Brazilian
  government to return from exile. He got faculty
  position at the University of Sao Paulo.
• In 1988 he was also appointed Minister of
  Education for the City of Sao Paulo-a position
  which made him responsible for guiding school
  reform within two-thirds of the nation's schools.

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• Friere said that traditional education is
  oppressive education.
• The banking method dehumanizes the learner.
• Students dont learn think but to accept
  passively what is pour into them like empty bank
  accounts.

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Everything begins from the head
Doron Ilia
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• Friere thought that the existing social order is
  unjust. That it consists of groups who are
  oppressors and groups that are oppressed.
• He believed that the oppression creates
  dehumanization in the oppressors and oppressed.
  The process of dehumanization is a historical
  phenomena and not a given fate, it is a result of
  unjust structure that can be changed.

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• Traditional education is a banking method.
• It teaches obedience, passivity, fatalistic view
  of the world, acceptance of the existing order
  without questioning, without thinking.
• It create human being who agree to the unjust
  order of their society and dont strive to
  change.

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Leon
Reuven Cohen
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• Teachers are also oppressed group. The accept
  their reality the way it is.
• They become passive and obedient teaching
  materials imposed and prepared by others.
• They are being paternalized and they transfer the
  paternalism.

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A woman at the edge
Ofra Zmberlista
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• If society is to hold together without the overt
  force of a police state, schooling must adapt
  learners to kinder, gentler controls career
  choices (specialization), authority (dependency),
  and the good life (consumerism).

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• Freire argued that any curriculum which ignores
  racism, sexism, the exploitation of workers, and
  other forms of oppression at the same time
  supports the status quo.

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Barbie, Violet Rizak 1999
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What Is the Alternative?

• Dialogue between students and teachers, equal
  discussion on issues of their concern. Teachers
  and students alike question reality, think and
  reflect on subjects of their concern.
• Mapping reality, together children and teacher
  ask questions about their reality.
• Mapping the reality will relate to thinking about
  issues of equality of different groups in
  society.

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• Empowerment, critical education will connect the
  students to their powers, self and group power.
  Enable the learner to have control and influence
  on their reality.
• Education will be reflective, research oriented,
  questioning, critical of the surrounding.

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• Freire believed that it is the humanistic task of
  the oppressed to liberate themselves and their
  oppressors. The liberation process is not a
  change of becoming the oppressors.
• He claims that the oppressed often internalize
  the oppression. They dont strive for change, if
  they do they want to be the oppressors.

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• He talks about education that leads to liberation
  by dialoguing, by looking critically at the
  reality, by re-creating the knowledge, and by
  being active to change reality.
• He believes that education should be stimulating
  for thinking, for reflection on reality observing
  analyzing, identifying interests, planning to
  change.

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The kiss
Mnahe Kadishman
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Critical pedagogy examples

• Philippines - para legal, physician training,
• peace zone
• Sao Paulo- soup school
• Israel- Kedma school, literacy programs for Arab
  youth at risk.
• Critical pedagogy in teacher preparation

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Heart to Heart 1999
Saleh Alesat
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• Critical pedagogy as pedagogy of human rights and
  peace education culture of peace

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Symbols
Orna Lutski