Freirean classroom dialogue can be relocated into students’ internal I-positions
Evidence
When Freire talks about love as a precondition for dialogue, we might consider Hermans and Hermans-Konopka’s Dialogical Self Theory and remember that dialogue can happen within the self, amongst our various I-positions (Hermans & Hermans-Konopka, 2010). There are certainly parts of us that are capable of love, parts of ourselves that we do—in fact—love, and maybe there are parts that we would even love to change or see grow. If we come to understand the dialogical classroom as existing beyond the physical context of the jail or prison and also in the dialogical selves of students and instructors, perhaps we can imagine a pedagogy close to what Freire intended, wherein all active participants are engaging not only with content and curricula but also with their lived experiences and respective contexts. — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 433
Categorization
- XREF: connects to: Dialogue-based pedagogy must express the students’ own consciousness — Paulo Freire, Pedagogy of the Oppressed, 175; Classroom interactions act like root metaphors, transmitting power-laden assumptions students internalize. — Rebecca A. Martusewicz, Jeff Edmundson, and John Lupinacci, EcoJustice Education: Toward Diverse,…, 761; Learners trained by banking education reflexively defer to the teacher even mid-dialogue — Paulo Freire, Pedagogy of the Oppressed, 156
Broader Connections
- Dialogue-based pedagogy must express the students’ own consciousness
#responds-to(0.80) — Paulo Freire, Pedagogy of the Oppressed, 175 - Learners trained by banking education reflexively defer to the teacher even mid-dialogue
#complicates(0.80) — Paulo Freire, Pedagogy of the Oppressed, 156 - Classroom interactions act like root metaphors, transmitting power-laden assumptions students internalize.
#expands(0.75) — Rebecca A. Martusewicz, Jeff Edmundson, and John Lupinacci, EcoJustice Education, 761