Freirean world-reading pedagogy becomes ethically fraught inside prisons

Evidence

Critical pedagogy is rooted in an attention to the situations and circumstances relevant to students’ lives. According to Freire, students learn to read the “world” before they can read the “word” (Freire & Macedo, 1987). And yet encouraging a student in the context of a jail or a prison to interrogate his or her world is charged with many ethical considerations. For example, what happens if a student questions the authority in the prison? — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 406

Categorization

• XREF: connects to: Freirean liberatory pedagogy can endanger students inside prisons — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 401; Critical pedagogy’s attentiveness to denied agency becomes absurd in prison — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 405; Teaching in prison means teaching with the prison’s governing constraints — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 402 (+5 more)

Broader Connections

• Dialogue-based pedagogy faces near-impossible conditions inside jail and prison settings #expands (0.85) — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 392
• Critical pedagogy influences social justice more outside prisons than inside them #corroborates (0.82) — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 421
• Reading and writing in prison classrooms subverts inmates’ prescribed subjugated identity #complicates (0.80) — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 427
• Prison education once enabled transformative self-creation even against the regime #complicates (0.78) — Davis, Angela Y, Are Prisons Obsolete, 146
• Dialogical spaces let incarcerated students reconstruct identity positions and worldviews #complicates (0.75) — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 393