Dialogue-based pedagogy faces near-impossible conditions inside jail and prison settings

Evidence

Paulo Freire described dialogue as an “existential necessity” (1993, p. 69) and understood “mutual trust” and “hope” as integral to its purpose. Dialogue, which is “the encounter between men [and women] mediated by the world” (Freire, 1993, p. 69), is a critical vehicle to help students create meaningful relationships between texts, the world, and the various elements of their dialogical selves (Hermans & Hermans-Konopka, 2010). Yet, nurturing substantive discussions and creating an environment built on trust and hope can be challenging in any classroom setting and near impossible in a jail or prison setting. — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 392

Categorization

• DEFINE: Defines Freire’s dialogue as ‘the encounter between men and women mediated by the world’ and an ‘existential necessity.’
• XREF: Connects to the book’s earlier chapters on dialogical pedagogy in teacher education and to Paulo Freire’s foundational work. — connects to: Critical pedagogy’s core demands are often impossible inside prisons, but dialogue survives. — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 411; Dialogical spaces let incarcerated students reconstruct identity positions and worldviews — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 393; Inviting incarcerated students to question their world risks concrete harm. — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 406 (+8 more)

Broader Connections

• Inviting incarcerated students to question their world risks concrete harm. #corroborates (0.82) — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 406