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Karima Kadi-Hanifi

This interdisciplinary paper is about applying Adult Education methods of learning and teaching to higher education. I argue that higher education students need to be stimulated via interactive methods that improve their motivation and lead them to question the value system/s that exist around them. A Freirean approach as used in the teaching of Adult Literacy and English for Speakers of Other Languages (ESOL) was applied to a group of 'elite' students at the University of Birmingham who were taking a language foundation course. As a sociolinguist and ESOL practitioner from a black perspective, I argue that the understanding of concepts of language and racism, imperialism and social class can best be facilitated using such an approach. Taking groups of students through this learning journey is challenging for higher education practitioners and the results add a relatively new dimension to the collective reflection on learning and teaching in higher education today.

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Kerry D. Feldman and Lisa Henry

When engaged in doctoral research (1972) on urban squatter settlements in the Philippines, Feldman’s approach was guided by the pedagogy of Paulo Freire (2005[orig.1970]), which gratefully steered his behaviour away from the typical ‘Ugly American’ abroad in the world at the time (during the Vietnam War). Feldman became aware of the notions of ‘teacher-student’ and of ‘student-teacher’ primarily through his discussions with two Filipino doctors, Jess and Trini de la Paz (a husband and wife team), who organised a health education and training programme for volunteer participants from 12 squatter settlements in Davao City on the southern island of Mindanao. They invited him to serve as a social science consultant for their project. They explained that their approach to health education and training was grounded in, and would always adhere to, Freire’s insistence that oppressed people should be viewed as teachers for anyone engaging in their instruction or assistance, requiring that their teachers also become their students in understanding or assisting their lives.

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Critical pedagogy and Socially Responsible Investing (SRI)

Questioning our post-secondary institutions’ investment strategies

David P. Thomas

can exercise agency for transformative purposes. Freire believed that the predominant form of education, which he called the ‘banking’ concept of education, is fundamentally oppressive, and operates to maintain violent and exploitative forms of

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Communities of Practice at the Cidade do Saber

Plural Citizenship and Social Inclusion in Brazil

Carla Guerrón Montero

engaged civic participation (such as running for office or voting during elections), is not addressed directly at the CDS. However, in line with Freire’s ([1971] 1993) notion of conscientização (consciousness raising), the Centre has become a vehicle

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Linda D’Amico

Emergence of a Glocal Approach to Sustainability Conflict is the midwife of consciousness. (Paulo Freire) 4 In the early 1990s, after a World Bank sponsored geological mineral study identified copper and other minerals in soils of primary forests of the

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Dis-orienting Western Knowledge

Coloniality, Curriculum and Crisis

Zeus Leonardo

, Derrida being on the receiving end of some of Said’s criticisms (1983) , as much as Said derided the chauvinism in what Freire (1994) once called ‘smug Marxis[m]’. As well, Said (1994a ) does not fraternize with ethnic triumphalism when he pronounces

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Using Art to Resist Epistemic Injustice

The Aesthetics of the Oppressed and Democratic Freedom

Gustavo H. Dalaqua

allows citizens to overcome epistemic injustice and thus to develop themselves autonomously. Following Paulo Freire (1996) , Boal identifies freedom with the development of citizens’ aesthetic and cognitive capacities. 3 Moreover, like Freire (1970

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Sam Beck

becomes a high priced, scarce or luxury good ( Basch et al. 1999 ). A change is taking place in how and where students acquire their knowledge and its relationship to personal and professional practice and how to live a life of hope ( Freire 1996

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William R. Caspary

region of Spain, the Catholic liberation theology base communities throughout South America, and Paulo Freire’s literacy education coupled with consciousness raising in northeast Brazil ( Abers 2000 ; Baiocchi 2003 ; Freire 2007 ; Whyte and Whyte 1988

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Carl A. Maida and Sam Beck

, economic and equity-related challenge – involves a form of counter-hegemonic education and reflective and critical practices forwarded by Paulo Freire to promote collective action on behalf of social justice at the local level, and obtaining a clearer