Freire’s conscientization must be adapted when teaching privileged students, not only the oppressed
Evidence
Freire’s concept of conscientizaçāo or conscientization does not inherently exclude the oppressor, but it is based on the experience of the oppressed who have been denied access and input in the structuring of their communities, and shaping of their future (Freire, 1970). While Freire worked with the disenfranchised, US educators in PWIs experience the challenge of working with student populations that are members, through inheritance, of the dominant group that has benefited from the oppression of racially minoritized communities. This challenge is amplified by the positionality of educators of color in the classroom, as documented in existing research (Pittman, 2012). — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 464
Categorization
- XREF: Connects to my long-standing reading thread on Freire’s pedagogy (Pedagogy of the Oppressed) and its contemporary adaptations. — connects to: Conscientization as Freire conceived it must be adapted for dominant-group students in privileged classrooms. — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 464; Teaching dominant-community students their positionality as racism’s beneficiaries is a liberatory skill — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 506; Liberating pedagogy passes from oppressed-specific to universal by the same cultural confrontation — Paulo Freire, Pedagogy of the Oppressed, 130 (+2 more)
- SEED: Angle: ‘Conscientization for the already-empowered’ — how liberation pedagogy must invert when the students are the oppressor class.
Broader Connections
- Conscientization as Freire conceived it must be adapted for dominant-group students in privileged classrooms.
#corroborates(1.00) — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 464 - Teaching dominant-community students their positionality as racism’s beneficiaries is a liberatory skill
#expands(0.85) — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 506 - The pedagogy is forged with, not for, the oppressed and remade in struggle.
#qualifies(0.80) — Paulo Freire, Pedagogy of the Oppressed, 113 - Liberating pedagogy passes from oppressed-specific to universal by the same cultural confrontation
#complicates(0.75) — Paulo Freire, Pedagogy of the Oppressed, 130