Freirean pedagogy expanded from class-only to intersectional inclusion of diverse identities.

Evidence

For Freire in his Brazilian time and place, empowerment was centered in the poor and working class. Freire called the largely illiterate multitude he worked among “the power not yet in power.” This pedagogy for critical consciousness has evolved to address not only students from the bottom of the economic ladder but also students from diverse identities; inclusion now means not only representing lower class subjects but also engaging the profoundly unequal distinctions based on race, gender, sexual identity, ethnicity, national origin, immigration status, and physical abilities. — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 52

Categorization

• XREF: connects to: Intersectionality theory drove the expansion of identity-based vocabulary. — W. David Marx, Blank Space: A Cultural History of the…, 462; Adaptive pedagogy rooted in students’ actual needs characterizes Freirean practice — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 1316; Postcolonial academia’s class base explains its rejection of class analysis. — Aijaz Ahmad, In Theory: Classes, Nations, Literatures, 820

Broader Connections

• Intersectionality theory drove the expansion of identity-based vocabulary. #qualifies (0.85) — W. David Marx, Blank Space, 462
• Adaptive pedagogy rooted in students’ actual needs characterizes Freirean practice #expands (0.80) — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 1316
• Postcolonial academia’s class base explains its rejection of class analysis. #qualifies (0.75) — Aijaz Ahmad, In Theory, 820