Defines literacy as a decolonizing practice of named social commitment

Evidence

Paulo’s pedagogy of love also sought to shatter preconditioned or patterns of hegemonic schooling in how we name the world, by demythologizing the context in which we, as teachers, student, and activists, labor. This to say, we are encouraged to move away from fixed or prescribed views of life and toward a relational and contextual emancipatory understanding of knowledge, history, community, and society. This is particularly relevant to a critical literacy, informed by Freire’s (1993) understanding of literacy as a decolonizing practice, which is “above all, a social and political commitment” (p. 114). — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 1445

Categorization

• XREF: connects to: Freire taught literacy using learners’ own words, not alphabet drills — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 588; Postcolonial theory recasts decolonization as a literary-critical rather than political contest — Aijaz Ahmad, In Theory: Nations, Classes, Literatures, 393; Decolonization must transform inner consciousness as much as social structures — Aimé Césaire, Discourse on Colonialism, 352

Broader Connections

• Decolonization must transform inner consciousness as much as social structures #expands (0.82) — Aimé Césaire, Discourse on Colonialism, 352
• Postcolonial theory recasts decolonization as a literary-critical rather than political contest #complicates (0.78) — Aijaz Ahmad, In Theory, 393