Paulo Freire on Higher Education
A Dialogue at the National University of Mexico
Author: Miguel Escobar, Alfredo L. Fernandez, Gilberto Guevara-Niebla and Paulo Freire Series: SUNY series, Teacher Empowerment and School Reform
Dedicated to a transformation of education so that it becomes an instrument of liberation rather than oppression, Freire discusses in unprecedented depth the implications and consequences of his pedagogical theory concerning three main problems faced by contemporary higher education: power and education, curriculum and social reality, and the role intellectuals. This 'dialogue' with Freire enlarges the body of knowledge regarding his thinking about educational emancipation and the role of higher education in encouraging self reliance.
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Summary
Dedicated to a transformation of education so that it becomes an instrument of liberation rather than oppression, Freire discusses in unprecedented depth the implications and consequences of his pedagogical theory concerning three main problems faced by contemporary higher education: power and education, curriculum and social reality, and the role intellectuals. This 'dialogue' with Freire enlarges the body of knowledge regarding his thinking about educational emancipation and the role of higher education in encouraging self reliance.
Description
Dedicated to a transformation of education so that it becomes an instrument of liberation rather than oppression, Freire discusses in unprecedented depth the implications and consequences of his pedagogical theory concerning three main problems faced by contemporary higher education: power and education, curriculum and social reality, and the role of intellectuals. This "dialogue" with Freire enlarges the body of knowledge regarding his thinking about educational emancipation and the role of higher education in encouraging self reliance.
About the Author
He Learned the Game at Age Four, and Went to Play in City-Wide Tournaments.
Dedicated to a transformation of education so that it becomes an instrument of liberation rather than oppression, Freire discusses in unprecedented depth the implications and consequences of his pedagogical theory concerning three main problems faced by contemporary higher education: power and education, curriculum and social reality, and the role of intellectuals. This "dialogue" with Freire enlarges the body of knowledge regarding his thinking about educational emancipation and the role of higher education in encouraging self reliance.
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