Pedagogy of the Oppressed

One of my favourite books of all time. Be warned- the translation from portugese to English can make the text seem a little impenetrable at first. In fact, I've been using this book on various courses through the years, and would say it took many readings to grasp the timeless wisdom contained within. Freire understands deeply what it means to be oppressed, and manages to illustrate how many routes to freedom simply 'flip flop' the power of the oppressor onto the previously oppressed. That might not be too illuminating a review, but I ensure you grappling withthis book will leave you with a much more developed understading of power, love and the human condition. A must read for all and particularly relevant to professions where there's a vested interest in dismantling inequality.

Paulo Freire was a Brazilian educator and philosopher whos experiences of the depression in the 1930s, left within him a calling to try and change society. He says that poverty and hunger severely affected his ability to learn at school and that “experience showed me once again the relationship between social class and knowledge”. I might describe this book as having a very high density to volume ratio. I agree with many of the other reviewers here, that this is not a text easily dealt with. I personally found some of it impenetrable. At one point I was wondering if the fact that it had been translated from Portuguese might have resulted in a certain `lost in translation` effect, but I suspect that I am making excuses! I was a little surprised that many of the references which Freire uses come from unpublished texts - they are annotated thus. Some of the words used require their own investigation - assuming you are not an aficionado of course. But, and it is a big BUT, the intention of this work is of the highest order and is quite awe inspiring. I was brought to tears on one occasion when contemplating my own personal feelings regarding my own consciousness of freedom. There is a great potential catharsis underlying this kind of investigation. Freire states his intention in the penultimate paragraph, `just as the oppressor, in order to oppress, needs a theory of oppressive action, so the oppressed, in order to become free, also need a theory of action.` I like to imagine Che Guevara as a champion of this theory. Today we see uprisings as never before all over the world. The Ukraine being the latest such case at the time of my writing. So the issues that this book is raising and the awareness that it attempts to promote are as urgent and relevant as ever!

A fascinating and challenging book, which, though not always easy to read (perhaps because of its brevity), nevertheless gives more than technical educational insights I approached this book from the angle of New Testament studies and found one or two very illuminating points in it.

This book was a very good read in terms of opening my eyes to the interrelated aspects of oppression, liberation, and education (pedagogical methods). The author as well as the translator use very eloquent words in expressing the meanings they wish to convey, and thus define new concepts for the mind of the reader to use them throughout the whole text repeatedly in a very effective manner. The author discusses the banking model of education in this book, and elaborates on this model's purpose of continuous oppression of the masses. He also offers a comprehensive analysis between dialogical and antidialogical approaches, and connects them very well (thought sometimes it was hard to comprehend from the first time) with the process of oppression. He simply puts education, liberation, and oppression together throughout the whole text in a way that ties them together as if it was the most obvious thing in the world (and it is to a certain extent, though I think that he got carried away). On a con note, the book is too idealistic, and it also promotes several well-known dictators (or controversial at best) as dialogical and freedom-fighting figures. Probably that wasn't clear for the author when he wrote this book, or probably he wanted to see the cup half full with these characters as they resembled the closest relation the model he discusses. On a pro note, the author elaborates (although not for long) on a modern approach towards a Socratic dialogue-like method in education and knowledge seeking, with the main aim of infusing the world with the people and reclaiming the people's ability to "name the world", leading them towards a higher critical consciousness which would eventually allow them to overthrow any form of oppression and create a prosperous critically thinking and acting (through reflection and action; "Praxis" as he defines it) society. A great read, and a very strong book for all the third world nations and their peoples. It hits the right spots and the right buttons and I would recommend it as one of the essential-reading books of any nation-uplifting efforts around the world (especially in the face of oppressive regimes).

I purchased this book as part of my studies to gain full teaching accreditation. My assignment was on the Curriculum and my reading led to understand that Freire's works and theories on the Curriculum were paramount even in today's education. This book has been extremely useful in understanding how education for the poor, or the less privileged must be instigated by them and not by the ruling classes (as it were). This may seem somewhat are archaeic, but it is easy to see how the theories can be applied today, and the effect this needs to have on the Curriculum to enable inclusive education. Pedagogy of the Oppressed (Penguin Education) Highly recommended for those studying to gain their PGCE or PCET, or even for teachers who wish to improve their knowledge of education.

Covers liberation theology, praxis, etc.

日本語訳が２バージョン出てますが、どちらも納得いかないと思う方は この英語版（原書はポルトガル語）を読むことをお勧めします。

For school

I picked up Paolo Freire's Pedagogy of the Oppressed after being assigned to read an excerpt in my English class and was so moved by it, I felt compelled to get my own copy to read the rest. After getting this, I instantly felt myself resonating with Freire's thoughts and beliefs as an educator and his ideologies surrounding reforming the inherently problematic methods employed within our school systems. I am currently an English major and have been entertaining the thought of becoming a teacher myself, and I am so incredibly happy I read this book first, because his reflections and criticisms of the classroom dynamic; specifically the student versus teacher relationship analogy, was so powerfully thought-provoking and inspiring to me, that I full-heartedly believe if I do become a teacher, I would want to embody as much of Freire's proposed methods of teaching and stray away from perpetuating the "depositor vs depository" standards in place today. I was surprised to find myself reading this book, in it's entirety, in one sitting and can honestly say there isn't a single thing about this book I did not end up absolutely loving. It is a beloved book I will keep in my library forever and I highly recommend this book to any adult readers interested, as it appeals to such a wide audience that goes beyond scholars, educators and philosophers.

My wife is happy! Me too! Thanks.

Few books deliver a message so powerful that it forever becomes embedded in the reader’s mind. Even fewer books transform the way you perceive, interact with, or respond to, reality. This book masterfully accomplishes both tasks and inspires you to spread the word to others. In short, the purpose of this book is summarized on the last page: “This work deals with a very obvious truth: just as the oppressor, in order to oppress, needs a theory of oppressive action, so the oppressed, in order to become free, also need a theory of action.” Freire goes on to elaborate by arguing that the disposition of the oppressed is a direct function of a system, designed and engineered on many different levels, to keep the oppressed in their current predicament as a means to fuel a perverse scheme that is predicated on a majority remaining ignorant of its methodology. The prescription to change this system must come from the oppressed and not the oppressors, as the author posits, through a dialogical process of education. This is based upon mutual investigation, a shared, exploratory means of discovery, and the abandonment of a system of education based on the “banking principal.” Freire strives for everyone to gain a new understanding of the world and reality so that all can take a step back to understand the dynamics at play; only then can one develop a new awareness that will equip them to break the cycle and achieve true liberation. The text proceeds as follows: It starts by defining the oppressor-oppressed relationship, characterized by dehumanizers who employ several mechanisms to subjugate the dehumanized. Next, the blueprint for a liberation plan is described with a particular emphasis on the educational system. The last chapter starts by providing a summary of what has been stated thus far, describes specific tactics used to oppress, and then details the liberation praxis. The strength of this book lies in its ability to dare the reader to challenge his or her own assumptions and perceptions about the world and view reality through a different lens. Although Freire describes liberation praxis primarily through education, the groundwork is already established for more far-reaching methodologies. Keep in mind that Freire does not seem to have an agenda based on one group in particular, but instead has a universal outlook for humanity in general. He repeatedly emphasizes a breaking free not so that one may overtake the other, but rather to permanently abolish the forces that established a class of people in bondage in the first place. For anyone who believes that as human beings we can do better, and that learning and knowledge should be a transformative process, this book should be in your library.