Freire’s work gave oppressed US students a political language for their resistance

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 (#qualifies, via linked claim)

Culture wars require tools for resistance. This book is one such tool. It draws on Paulo Freire’s defiant dreaming to resist dehumanizing rhetoric and government. When we dream like Paulo, we prepare ourselves to build a world less hateful and less violent, more just, more equal, and more humane. As Paulo proposed, “Liberatory education must be understood as a practice where we challenge the people to mobilize or organize themselves to get power.” (A Pedagogy for Liberation, 1987, p. 34). The coming chapters challenge us to build the power needed by the party of hope. — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 55 (#expands, via linked claim)

In their struggles for civil rights, many in the American South had been attempting since the early 1960s to force the abolition of racial segregation in restaurants, shops and public transport, using sit-in and go-in tactics. Studentsand not only black studentshad been the victims of violence from whites during these campaigns. In Berkeley, the Free Speech Movement grew up, and students had fought for the right to collect money on the university campus to support civil rights organizations and other causes. In December 1964, 800 students had been arrested during a sit-in strikethe largest mass arrest in United States history. Students were also protesting against the war in Vietnam and fighting against being drafted by burning their draft cards. — Rolf Wiggershaus, The Frankfurt School, 2587 (#exemplifies, via linked claim)

Categorization

• XREF: connects to: Freire’s conscientization must be adapted when teaching privileged students, not only the oppressed — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 464; Student activism contextualized Marcuse’s essay on repressive tolerance — Rolf Wiggershaus, The Frankfurt School: Its History,…, 2587; Freire defined liberatory education as mobilizing people to win power — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 55 (+1 more)

Broader Connections

• Freire’s conscientization must be adapted when teaching privileged students, not only the oppressed #qualifies (0.78) — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 464
• Freire defined liberatory education as mobilizing people to win power #expands (0.74) — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 55
• Student activism contextualized Marcuse’s essay on repressive tolerance #exemplifies (0.72) — Rolf Wiggershaus, The Frankfurt School, 2587
• Elected officials and schools mobilized en masse against desegregation #complicates (0.72) — Ibram X. Kendi, Stamped from the Beginning, 932