Holy Cow! I have read this book in sections for a class before… this time I read it as an entirely new person. One with fervent passion for being part of an education revolution.
I practically underlined everything in the 1st chapter. Of course I appreciate this diametric debate between the oppressor and the oppressed, between objectivism and subjectivism, and so on. The most profound statement of the whole chapter, however, was quite possibly the most simple:
with, not for (p. 48)
Freire discusses the complex dualities of the oppressed, and makes his first argument that the “tragic dilemma” must be taken into account by their [the oppressed] education. As a passive member of a culture that supports and even dignifies oppressors, I make it my pastime to consider a changing world of education in which I might provide a sanctuary of inspiration for inner-city students. In my musings, I often hope that the students and community have an active role in administrative aspects and such. Yet, I believe that I have quite possibly never considered what it might look like to incorporate these into the actual development of the idea. Of course! How can I even begin to contemplate an education that is beneficial, revolutionary, and liberating for the margenalized if I am not margenalized and do not (or cannot) relate to the internalization of oppression?
Consider this:
The revolutionary leaders must realize that their own conviction of the necessity for struggle (an indispensable dimension of revolutionary wisdom) was not given to them by anyone else – if it is authentic (p. 67).
Powerful. Impossible?
This is what I love about Paulo Freire… one chapter deep and my mind is reeling! Check out the book here.
Filed under: curriculum, education, politics, student democracy | Tagged: humanization, margenalized, revolution
