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|Additional Physical Format:||Online version:
Shor, Ira, 1945-
Pedagogy for liberation.
South Hadley, Mass. : Bergin & Garvey Publishers, 1987
|All Authors / Contributors:||
Ira Shor; Paulo Freire
|ISBN:||089789104X 9780897891042 0897891058 9780897891059 0333439333 9780333439333 0333439325 9780333439326|
|Description:||ix, 203 pages ; 24 cm|
|Contents:||Introduction: the dream of liberating education: A 'talking book': a dialogue on dialogue ; Rigor and motivation in a liberating course ; Modeling a critical theory of knowing ; Remaking knowledge and power: the politics of reading ; The myth of value-free learning --
How can teachers become liberating educators?: Reinventing ourselves: challenging tradition and mass culture ; Traveling without maps: a trip towards liberating education ; Student responses: resistance and support ; Changing through experience: teachers learn with and from students ; Liberating methods reveal dominant ideology ; Other places: education in movements and communities ; Being critical of the system while teaching inside it: lecture versus discussion formats ; Teacher-talk versus dialogue, domination versus illumination ; Knowing is not eating facts: dialogue and subject matter --
What are the fears and risks of transformation?: Fear and risk: the results of dreaming inside history ; What fear can teach us: limits and lessons ; Acting in spite of fear ; The fear of student resistance. Is there structure and rigor in liberating education?: Structure against structure: liberating classrooms transform traditional authority ; Creative rigor: democratic and directed ; Rigor is depth and change: understanding versus memorizing ; Freedom and limits in a liberating classroom ; Together, but not equal: teacher-student differences --
What is the dialogical method?: Liberating discourse: dialogue transforms communication ; Participatory learning: dialogue and 'situated pedagogy' ; Starting with reality to overcome it ; Empowerment is a social act ; Class and empowerment ; The teacher as artist --
Do first-world students need liberating?: Defining a 'culture of silence' ; A 'culture of sabotage' ; Transforming silence and sabotage: the limits of education ; Beyond the limits of education ; Reading and resistance: school-words versus reality. How can liberating educators overcome language differences with the students?: Researching student language: the idiom and starting points for dialogue ; Social class and classroom discourse: abstract versus concrete speech ; Conceptual versus metaphoric language: transforming the academic idiom ; Making the process go: the teacher's directive responsibility ; The 'inductive moment' in critical discourse ; Humor in dialogue ; Facing racism and sexism in a dialogic class --
The dream of social transformation: how do we begin?: Starting out: the ethics of transforming consciousness ; The right to challenge inequality and domination ; Opening the dialogue: invitation, not manipulation ; A practical agenda for day one ; Imagination in dialogue: making the future possible --
Selected bibliography: resources for transformation.
|Responsibility:||Ira Shor & Paulo Freire.|
." . . one of the most important books for American teachers . . . If you teach, read it on one of the days when you want to quit. You'll either keep teaching or quit with a clearer head."-Democratic
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