1st Edition
Paulo Freire Centennial
On the occasion of the centennial of Paulo Freire’s birth in September 2021 and of fifty years since the initial publication of his seminal work, Pedagogy of the Oppressed, this book focuses on how scholars continue to reinvent his work across geographic and thematic contexts. Reinvention is specifically used because Freire vehemently opposed simply repeating his work, calling on scholars to instead meaningfully recontextualize it. The book illustrates how without critical, contextual reinvention, teaching cannot lead to praxis – students’ critical reflexivity about how to make a better world and sustainable planet.
The chapter authors’ explorations of past, present, and future-looking praxis, including their own, offer foundations, histories, possibilities, challenges, and examples of reinventing Freire’s work. It is work that counters fatalistic teaching that reproduces and justifies oppressions. In Pedagogy of Indignation, Freire stated that students should be educated to “dream of constant reinvention of the world, the dream of liberation, thus the dream of a less ugly society, one less mean-only dream of human beings' silent adaptation to a reality considered untouchable.” Readers will have the opportunity to understand how reinventions of Freire’s work continue to commit to these crucial goals.
This book was originally published as a special issue of the journal Educational Philosophy and Theory.
Introduction (1 of 2)—Reinventing: Essence and usefulness of Freire’s work for the past and next 100 years
Greg William Misiaszek
Introduction (2 of 2)—After the party: In the luminous residuals, finding ourselves anew
Lauren Ila Misiaszek
Response to Greg’s Introduction— Flash nonfiction: Light/questioning
Lauren Ila Misiaszek
Response to Lauren’s Introduction: Reinventions as brightly glowing illuminations
Greg William Misiaszek
1. Paulo Freire: Voices and silences
Carlos Alberto Torres
2. Power to the people: Education for social change in the philosophies of Paulo Freire and Mozi
Yann-Ru Ho and Wei-Chieh Tseng
3. We made the road for walking and now we must run: Paulo Freire, the Black Radical Tradition, and the inroads to make beyond racial capitalism
Michael Joseph Viola
4. Is refugee education indeed educational? The Freirean perspective to refugee education beyond humanitarian, rights, or development rationale
Subin Sarah Yeo and Sung-Sang Yoo
5. Freire 2.0: Pedagogy of the digitally oppressed
Antony Farag, Luke Greeley and Andrew Swindell
6. Reinventing Paulo Freire’s pedagogy in Finnish non-formal education: The case of Life Skills for All model
Juha Suoranta, Nina Hjelt, Tuukka Tomperi and Anna Grant
7. Reconsidering architectural education based on Freire’s ideas in Iraqi Kurdistan
Hozan L. Rauf and Sardar S. Sharee
8. A contribution to Paulo Freire’s theory and practice: The ‘Cultural Extension Service/University of Recife’ (1962–64)
Heinz Peter Gerhardt
9. Understanding colonialism and fostering a decolonizing emancipatory education through Paulo Freire
Peter Mayo
10. Freireian and Ubuntu philosophies of education: Ontoepistemological characteristics and pedagogical intersections
Ali A. Abdi
11. An ecopedagogical, ecolinguistical reading of the Sustainable Development Goals (SDGs): What we have learned from Paulo Freire
Greg William Misiaszek
12. Salutations: An epilogue in letters
Lauren Ila Misiaszek
Biography
Greg William Misiaszek is Assistant Professor at Beijing Normal University’s Faculty of Education in the Instuste of Educational Theories, and Associate Director, Paulo Freire Institute, UCLA. He is Editor of Freire in Focus book series and is currently editing Encyclopaedia of Environmental Education. His books include Freire and Environmentalism:Ecopedagogy (2023), Ecopedagogy: Critical Environmental Teaching for Planetary Justice and Global Sustainable Development (2020), and Educating the Global Environmental Citizen: Understanding Ecopedagogy in Local and Global Contexts (2018).
Lauren Ila Misiaszek is Associate Professor at the Institute of International and Comparative Education, Faculty of Education, Beijing Normal University, China. She is immediate past Secretary General of the World Council of Comparative Education Societies, a past Associate Director of the Paulo Freire Institute, UCLA, and Fellow and Founding Member of the International Network on Gender, Social Justice and Praxis.
