Pedagogy of the oppressed vs. pedagogy for the oppressed from "summary" of The Student Guide to Freire's 'Pedagogy of the Oppressed' by Antonia Darder
At the heart of Freire's work is the idea of challenging traditional educational practices that perpetuate oppression. He distinguishes between two approaches to education: one that maintains the status quo of oppression, and one that seeks to liberate the oppressed. The "pedagogy of the oppressed" refers to an educational model that reinforces existing power structures and hierarchies. In this approach, the oppressed are treated as objects to be acted upon, rather than as active participants in their own learning. The goal of this form of education is to maintain the dominance of the ruling class by keeping the oppressed in a state of ignorance and dependence. On the other hand, the "pedagogy for the oppressed" is rooted in the belief that education can be a tool for liberation. This approach views the oppressed as subjects who have the power to critically engage with their own reality and work towards social change. It empowers individuals to question the oppressive systems that govern their lives and to envision a more just and equitable society. Freire argues that true liberation can only occur through a pedagogy that values dialogue, critical thinking, and collective action. This form of education challenges students to question the status quo, confront injustices, and work towards building a more democratic and equitable society. It is a process of conscientization that encourages individuals to become active agents of change in their own lives and communities.- The pedagogy of the oppressed maintains the existing power structures that oppress marginalized groups, while the pedagogy for the oppressed seeks to empower individuals to challenge and transform those structures. It is through this transformative approach to education that Freire envisions a more just and equitable world where all individuals have the opportunity to thrive and fulfill their potential.
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