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Dr. Gina Thésée Professor, Department of Didactics

Not Well Known And Misunderstood: Paulo Freire and Pedagogy of the Oppressed in Francophone Education AERA 2013 Annual Meeting, San Franscisco , A pril, 27 th -30 th , 2013. Dr. Gina Thésée Professor, Department of Didactics Université du Québec à Montréal (UQAM), Canada

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Dr. Gina Thésée Professor, Department of Didactics

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  1. Not Well Known And Misunderstood: Paulo Freire and Pedagogy of the Oppressed in Francophone EducationAERA 2013 Annual Meeting,San Franscisco, April, 27th-30th, 2013 Dr. Gina Thésée Professor, Department of Didactics Université du Québec à Montréal (UQAM), Canada thesee.gina@uqam.ca & Dr. Paul R. Carr Professor, Departments of Sociology/Integrated Studies Lakehead University, Orillia, ON. Canada prcarr@gmil.com

  2. APPROACH • Dialog • Focus on French-language context but with a view to comparative analysis • The Pedagogy of the Oppressed is the point of departure, and then we extend our analysis • Introductions Paul and Gina • Gina: Associate professor in teacher ed. Department; focus on critical perspectives such as feminism, anticolonialism, antiracism • Paul: Thesee G. & Carr P. R. AERA 2013

  3. Summary of the presentation 1) The context: the book 2) Paulo Freire in the francophone world 3) The francophone socio-educative context 4) Teacher education in Quebec, Canada 5) Context of the study 6) Analysis in 4 dimensions: ontological, axiological, epistemological and methodological 7) Synthesis: a tri-dimensional reduction of Freirian thought wrapped in subtle forms of colonialism/epistemological racism? 8) Issues and challenges for teacher education and francophone teacher educators 9) Issues and challenges for critical pedagogy and Freirian scholars 10) Conclusion Thesee G. & Carr P. R. AERA 2013

  4. 1 - The context of the presentation • The book PEDAGOGY OF THE OPPRESSED (“La pédagogie des opprimés”, french translation of the brazilian “pedagogia dos opprimados”): • 1st publication: 1974 by Maspero (Paris, France); 2nd publication: • Other languages translations and re-editions: english (xxxx); spanish (xxxx); italian (xxxx); … Thesee G. & Carr P. R. AERA 2013

  5. 2 - You said…Paulo Freire…??? • Presence of Paulo Freire in the francophone world: • Lived at Geneva for 10 years, 1970-1980 • WHERE HE LEARNED FRENCH • Worked at “Conseil oeucuménique des églises” • Was invited many times by UN/ONU: International Bureau of Education (IBE)/Bureau international de l’éducation (BIE) Thesee G. & Carr P. R. AERA 2013

  6. 3 - The francophone socio-educative context • Geographical dimension: • Countries and territories • Demographic dimension: • Populations: young /adults; LITERATE/NOT • Socio-economical dimension: • Levels of wealth/poverty; … • Political dimension: • Types and degrees of engagement/participation/political literacy • Educational dimension: • Public education systems • Scholarity • Environnemental dimension: • Ecological relations to self, to Others and to environnement Thesee G. & Carr P. R. AERA 2013

  7. Thesee G. & Carr P. R. AERA 2013

  8. Thesee G. & Carr P. R. AERA 2013

  9. 4 – Teacher education in Quebec • Mostly in french offered by 9 francophone universities • 4 years program undergrad. / or 2 years grad. Programs for bachelors in different disciplines • A competency-based framework with 12 professional competencies; none of them related to social justice Thesee G. & Carr P. R. AERA 2013

  10. 5 - Context of the study in UQAM, QC, Canada • 125 pre-service teachers at both levels: undergraduate and graduate students • Reading of the book “Pédagogie des opprimés” throughout the fall session with focus on chapter 2 about “The banking concept of education as an instrument of oppression” • Developing their understanding and engagement of the freirian thought throughout the chapter Thesee G. & Carr P. R. AERA 2013

  11. 6 – Analysis of students reactions to thePaulo Freire’s book Pedagogy of the oppressed Thesee G. & Carr P. R. AERA 2013

  12. 7 – SynthesisA tri-dimensional reduction of Freirian thought wrapped in subtle forms of neo-colonialism and/or epistemological racism Acceptance Reduction Axiology of freirian thought: the values proposed Epismelogy of the freirian thought: the construction of educational knowledge within the critical perspectives Methodology of freirian thought seen as being very specific for a specific context • Ontology of freirian thought in the book “Pedagogy of the oppressed” Thesee G. & Carr P. R. AERA 2013

  13. 8 a- CONNECTION BETWEEN FRANCOPHONE STUDENTS AND OTHER STUDENTS • ONTARIO SAMPLE • ONTARIO GOVERNMENT EXAMPLE • GENERAL NORTH AMERICAN EXAMPLE Thesee G. & Carr P. R. AERA 2013

  14. 8b - WHAT IT MEANS? • WHAT IS MEANS? • WHY? • IMPLICATIONS? • FUNCTIONAL NATURE OF A NEOLIBERAL EDUCATION • LINKAGE TO DEMOCRACY Thesee G. & Carr P. R. AERA 2013

  15. 9 - FUTURE PERSPECTIVES • Issues and challenges for teacher education and francophone teacher educators • Insertion of a chapter on critical pedagogy re: teacher ed in French • Issues and challenges for critical pedagogy and Freirian scholars • Challenges: • finding a language/terminology to connect • Solidarity with other groups, languages… • What is published? • Ed. policy Thesee G. & Carr P. R. AERA 2013

  16. 10 - CONCLUSION • Back to the title of the presentation: Not Well Known And Misunderstood: Paulo Freire and Pedagogy of the Oppressed in Francophone Education Thesee G. & Carr P. R. AERA 2013

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