By Ira; Freire, Paulo Shor
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Extra resources for A Pedagogy for Liberation: Dialogues on Transforming Education
It has to be situated, experimental, creative-action that creates How Can Teachers Become Liberating Educators? 27 the conditions for transformation by testing the means of transformation that can work here. So, Paulo, this is how I think about my transition to liberating education. Why don't you speak now about your development. What made you decide when you were a teenager that you wanted to be a teacher? Paulo I have to say first of all that being a teacher became a reality for me after I started teaching.
Ira Successes may not come in the first year. What do you do then? You need someone to reasure you that they may appear in the second or third year, and even then, when you are so much better at transformative teaching, it still will not be a uniform experience. It leaves me thinking that 'change' is inevitable in human experience, but liberatory transformation is a potential sometimes available. When possible, it is not necessarily realized by the means used in another setting. This is why liberatory learning cannot be standardized.
In order for us to do that, we have How Can Teachers Become Liberating Educators? 37 to occupy the space of the schools with liberating politics. Nevertheless we cannot deny something very obvious. Those who make reality opaque through the dominant ideology, through spreading, multiplying, reproducing the dominant ideology, are swimming with the current! Those who demystify the reproducing task are swimming against the current! Swimming against the current means risking and assuming risks. Also, it means to expect constantly to be punished.
A Pedagogy for Liberation: Dialogues on Transforming Education by Ira; Freire, Paulo Shor