Pedagogy of the Oppressed

Summary

Brazilian educator Paulo Freire’s argument against what he called the ‘banking’ model of education, in which teachers deposit facts in passive students. In its place he proposes ‘problem-posing’ education: teachers and learners in dialogue, looking at their own situation in order to change it. Grounded in his adult literacy work, it became a founding text of critical pedagogy.

Rationale

Part 2 proposes “Helping people notice deep dispositions”. Freire’s noticing is done together and aimed at changing what’s noticed, a guard against awareness work that stops with the individual.