Inviting incarcerated students to question their world risks concrete harm.

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: Critical pedagogy’s core demands are often impossible inside prisons, but dialogue survives. — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 411; Dialogical spaces let incarcerated students reconstruct identity positions and worldviews — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 393; Dialogue-based pedagogy faces near-impossible conditions inside jail and prison settings — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 392 (+3 more)

Broader Connections

• Pedagogical hope makes students question the naturalness of present conditions #complicates (0.72)