Freirean cultural circles resist any fixed curriculum

Evidence

Freire did not view this process as a static pre-fixed curriculum. His desire was that the shaping of cultural circles would be recreated from setting to setting, dictated by the needs, interests, and desires of the participants (Brown, 2011; Souto- Manning, 2010). — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 594

Categorization

• XREF: connects to: Non-dialogical curriculum fails because it ignores the people’s themes — Paulo Freire, Pedagogy of the Oppressed, 347; Freire’s cultural circles apply at every grade level to critique school textbooks — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 616; Teachers must consciously impose their culture against pupils’ home culture — Antonio Gramsci, Selections from the Prison Notebooks, 354 (+3 more)

Broader Connections

• Teachers must consciously impose their culture against pupils’ home culture #contradicts (0.90) — Antonio Gramsci, Selections from the Prison Notebooks, 354
• Non-dialogical curriculum fails because it ignores the people’s themes #expands (0.85) — Paulo Freire, Pedagogy of the Oppressed, 347
• Education is never neutral and either suppresses or liberates communities #expands (0.85) — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 332
• Freire’s cultural circles apply at every grade level to critique school textbooks #qualifies (0.80) — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 616
• Place-based education rejects generic models in favor of locale-specific approaches. #qualifies (0.75) — David A. Gruenewald, The Best of Both Worlds, 103