Critical Pedagogy for Social Change

1. Critical Pedagogy for Social Change Haggith Gor The Center of Critical Pedagogy Kibbutzim college of Education, Tel Aviv IIIאקInternational Symposium on Human Rights Education and Textbook research 17-18 April, 2004 Istanbul and Textbook Research

2. The art work in this presentationis taken from the outdoor exhibitionof the Holiday of Holidays festival, 2000-1, Wadi Nisnas Haifa

3. Oh, baby baby, it is hard world

4. What is critical pedagogy? A pedagogy that look at our reflection in the mirror and learn from it. A pedagogy that tries to see ourselves socially, as related to issues of equality and inequality, discrimination, human dignity, freedom and social justice.

5. Pretending innocence Dan Zaretsky

6. A Pedagogy of human rights, marginal population. Examine the place of different groups in society pays attention to issues of race, class and gender, ethnicity, body-ablism etc. Tries to discover How education stratifies children of different origins into assigned social status according to the groups they were born to. How it conserve the same social order that is not equal and just.

7. Gives a voice to marginal groups Changes the point of view from which e are used to look at different social phenomena. Doesn’t allow us to ignore, deny, be indifferent. Examines the power relationships between groups Offers a different alternative for education, more equal one, more fair, and just. Education for social change and activism

8. Paulo Freire

9. Paulo Freire • Brazilian educator, born on September 19, 1921 in Recife, died Friday, May 2, 1997 • Freire led a literacy program amongst poor peasants. Led cultural circles, political discussions, learning literacy as political act of liberation.

10. April of 1964 Freire was thrown into jail for his "subversive" activities • He was sent to exile. • Freire led literacy program in Chile. • 1970 he presented his theory in Harvard University USA. • Then moved to Geneva and worked with World Council of Churches assisting educational programs of newly independent countries in Asia and Africa.

11. In 1979, Paulo was invited by the Brazilian government to return from exile. He got faculty position at the University of Sao Paulo. • In 1988 he was also appointed Minister of Education for the City of Sao Paulo-a position which made him responsible for guiding school reform within two-thirds of the nation's schools.

12. Friere said that traditional education is oppressive education. • The banking method dehumanizes the learner. • Students don’t learn think but to accept passively what is pour into them like empty bank accounts.

13. Everything begins from the head Doron Ilia

14. Friere thought that the existing social order is unjust. That it consists of groups who are oppressors and groups that are oppressed. • He believed that the oppression creates dehumanization in the oppressors and oppressed. The process of dehumanization is a historical phenomena and not a given fate, it is a result of unjust structure that can be changed.

15. Traditional education is a “banking” method. • It teaches obedience, passivity, fatalistic view of the world, acceptance of the existing order without questioning, without thinking. • It create human being who agree to the unjust order of their society and don’t strive to change.

16. Leon Reuven Cohen

17. Teachers are also oppressed group. The accept their reality the way it is. • They become passive and obedient teaching materials imposed and prepared by others. • They are being paternalized and they transfer the paternalism.

18. A woman at the edge Ofra Zmberlista

19. If society is to hold together without the overt force of a police state, schooling must adapt learners to kinder, gentler controls: career choices (specialization), authority (dependency), and the good life (consumerism).

20. Freire argued that any curriculum which ignores racism, sexism, the exploitation of workers, and other forms of oppression at the same time supports the status quo.

21. Barbie, Violet Rizak 1999

22. What Is the Alternative? • Dialogue between students and teachers, equal discussion on issues of their concern. Teachers and students alike question reality, think and reflect on subjects of their concern. • Mapping reality, together children and teacher ask questions about their reality. • Mapping the reality will relate to thinking about issues of equality of different groups in society.

23. Empowerment, critical education will connect the students to their powers, self and group power. Enable the learner to have control and influence on their reality. • Education will be reflective, research oriented, questioning, critical of the surrounding.

24. Freire believed that it is the humanistic task of the oppressed to liberate themselves and their oppressors. The liberation process is not a change of becoming the oppressors. • He claims that the oppressed often internalize the oppression. They don’t strive for change, if they do they want to be the oppressors.

25. He talks about education that leads to liberation by dialoguing, by looking critically at the reality, by re-creating the knowledge, and by being active to change reality. • He believes that education should be stimulating for thinking, for reflection on reality observing analyzing, identifying interests, planning to change.

26. The kiss Mnahe Kadishman

27. Critical pedagogy examples • Philippines - para legal, physician training, peace zone • Sao Paulo- “soup school” • Israel- Kedma school, literacy programs for Arab youth at risk. • Critical pedagogy in teacher preparation

28. Heart to Heart 1999 Saleh Alesat

29. Critical pedagogy as pedagogy of human rights and peace education culture of peace

30. Symbols Orna Lutski