Neoliberal school reforms operate as Freirean banking education

Evidence

In Pedagogy of the Oppressed, Freire (1972) explains banking education as when “the educated individual is the adapted person, because she or he is better ‘fit’ for the world. Translated into practice, this concept is well-suited to the purposes of the oppressors, whose tranquility rests on how well people fit the world the oppressors have created, and how little they question it” (p. 76). This latter quote, originally applied to Brazil in the 1960s and ’70s, equally reflects on contemporary neoliberal education reforms implemented globally, and for our purposes, in Puerto Rico. — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 943

Categorization

• XREF: Extends the book’s earlier contrast of ‘critical questioning’ vs test-driven memorization in ch12’s cultural circles. — connects to: Freire attacked neoliberalism for treating alternatives to its creed as unthinkable — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 897; Privatization reforms branded as liberation become new oppression — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 944; Banking education deliberately produces students adapted to the oppressor’s world — Paulo Freire, Pedagogy of the Oppressed, 218 (+12 more)

Broader Connections

• Banking education deliberately produces students adapted to the oppressor’s world #expands (0.92) — Paulo Freire, Pedagogy of the Oppressed, 218
• Banking education fills submerged consciousness with slogans that deepen fear of freedom #expands (0.90) — Paulo Freire, Pedagogy of the Oppressed, 274
• Neoliberal governance reshapes scholarship to serve economic usefulness #expands (0.85) — Wendy Brown, Undoing the Demos, 626
• Banking education substitutes trivial content for critical engagement with lived reality. #expands (0.85) — Paulo Freire, Pedagogy of the Oppressed, 213
• Neoliberalism aimed at class decomposition, not market freedom #expands (0.80)
• Neoliberalism succeeded by seducing workers out of class identification. #expands (0.80) — Mark Fisher (edited by Darren Ambrose), K-Punk, 1649
• The rod’s only pedagogical function is enforcing the banking model of education #exemplifies (0.78) — , The Rod and the Child, 5002
• Neoliberalism’s crisis strategy redirected blame from banks onto state debt #expands (0.75) — Philip Mirowski, Never Let a Serious Crisis Go to Waste, 475