Title: Alphabetization as Emancipatory Practice: Freire, Rancière, and Critical Pedagogy
Authors: Vlieghe, Joris # ×
Issue Date: 2013
Publisher: Philosophy of Education Society
Series Title: Philosophy of Education vol:2013 pages:185-193
Abstract: In this contribution I develop an alternative account of critical pedagogy by discussing the work of Paolo Freire on alphabetization. I argue that Freire’s initiative has one major shortcoming, as in the end the student’s engagement with a concrete subject matter or skill is only secondary to the objective of social emancipation. This implies a functionalization of education, which I contrast in this paper to the views of Jacques Rancière. Dealing with a similar practice (i.e. learning how to write), he defends that a true educational event, which consists in a fully attentive interest in some-thing, is in and of itself emancipatory. This view will allow to look differently to aspects of educational practices like for instance drill and repetition.
ISSN: 8756-6575
Publication status: published
KU Leuven publication type: IT
Appears in Collections:Education and Society
× corresponding author
# (joint) last author

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