Liberating pedagogy passes from oppressed-specific to universal by the same cultural confrontation

Evidence

The pedagogy of the oppressed, as a humanist and libertarian pedagogy, has two distinct stages. In the first, the oppressed unveil the world of oppression and through the praxis commit themselves to its transformation. In the second stage, in which the reality of oppression has already been transformed, this pedagogy ceases to belong to the oppressed and becomes a pedagogy of all people in the process of permanent liberation. In both stages, it is always through action in depth that the culture of domination is culturally confronted. In the first stage this confrontation occurs through the change in the way the oppressed perceive the world of oppression; in the second stage, through the expulsion of the myths created and developed in the old order, which like specters haunt the new structure emerging from the revolutionary transformation. — Paulo Freire, Pedagogy of the Oppressed, 130

Categorization

• DEFINE: Defines the two-stage structure of liberating pedagogy — essential scaffolding for redesigning a learning situation.
• XREF: Connects to Gramsci’s hegemony and the persistence of old-order myths inside new structures. — connects to: Freire’s conscientization must be adapted when teaching privileged students, not only the oppressed — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 464; Teaching dominant-community students their positionality as racism’s beneficiaries is a liberatory skill — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 506; A pedagogy book stays relevant only while injustice persists — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 118