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Author: Osemeka Anthony
Publisher: GRIN Verlag
ISBN: 3640713680
Category : Psychology
Languages : en
Pages : 41
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Book Description
Seminar paper from the year 2009 in the subject Psychology - Intelligence and Learning Psychology, grade: A, ( Atlantic International University ), course: Master degree Program, language: English, abstract: The Freirean approach to adult literacy education centre on learners' cultural and personal experiences. Freirean was the name for Brazilian educator Paulo Freire, the approach is also referred to as the problem-posing approach (Auerbach & Wallerstein, 1987;Wallerstein, 1983), the psycho-social approach (Hope, Timmel, & Hodzi, 1984; Fargo, 1981), the learner-centered approach (Anorve, 1989), the liberatory approach (Shor & Freire, 1987; Facundo, 1984), and the participatory approach (Jurmo, 1987). It has been used in the developing world in successful native and second language literacy projects sponsored by governments and international voluntary organizations in both rural and urban settings. In the United States, many community-based organizations have used the approach in their nonformal educational programs for developing basic literacy in English, native languages other than English, and English as a second language. Because the Freirean approach goes by a number of different names and Freire's ideas have had such an impact on adult education internationally, there are many literacy educators in the United States who have incorporated elements of the approach into their teaching without realizing that they have been influenced by Paulo Freire. In Freirean terms, culture "includes how people labor, create, and make life choices" (Wallerstein, 1983, p. 5). Culture is not a static set of customs, religious beliefs, social attitudes, forms of address and attire, and foods; rather, it is a dynamic process of transformation and change laden with conflicts to resolve and choices to be made both individually and as a community. Jurmo (1987) categorizes Freire as an exponent of "literacy for social change" because Freire argues that unjust social conditions are the cause of illiteracy and that the purpose of adult basic education is to enable learners to participate actively in liberating themselves from the conditions that oppress them. This liberatory aspect of Freire's philosophy is important for program management as well as for learning. Many programs following the Freirean approach have adopted management structures that give students significant control over the direction of present and future educational activities (Jurmo, 1987; Collins, Balmuth, & Jean, 1989).
Author: Osemeka Anthony
Publisher: GRIN Verlag
ISBN: 3640713680
Category : Psychology
Languages : en
Pages : 41
Get Book
Book Description
Seminar paper from the year 2009 in the subject Psychology - Intelligence and Learning Psychology, grade: A, ( Atlantic International University ), course: Master degree Program, language: English, abstract: The Freirean approach to adult literacy education centre on learners' cultural and personal experiences. Freirean was the name for Brazilian educator Paulo Freire, the approach is also referred to as the problem-posing approach (Auerbach & Wallerstein, 1987;Wallerstein, 1983), the psycho-social approach (Hope, Timmel, & Hodzi, 1984; Fargo, 1981), the learner-centered approach (Anorve, 1989), the liberatory approach (Shor & Freire, 1987; Facundo, 1984), and the participatory approach (Jurmo, 1987). It has been used in the developing world in successful native and second language literacy projects sponsored by governments and international voluntary organizations in both rural and urban settings. In the United States, many community-based organizations have used the approach in their nonformal educational programs for developing basic literacy in English, native languages other than English, and English as a second language. Because the Freirean approach goes by a number of different names and Freire's ideas have had such an impact on adult education internationally, there are many literacy educators in the United States who have incorporated elements of the approach into their teaching without realizing that they have been influenced by Paulo Freire. In Freirean terms, culture "includes how people labor, create, and make life choices" (Wallerstein, 1983, p. 5). Culture is not a static set of customs, religious beliefs, social attitudes, forms of address and attire, and foods; rather, it is a dynamic process of transformation and change laden with conflicts to resolve and choices to be made both individually and as a community. Jurmo (1987) categorizes Freire as an exponent of "literacy for social change" because Freire argues that unjust social conditions are the cause of illiteracy and that the purpose of adult basic education is to enable learners to participate actively in liberating themselves from the conditions that oppress them. This liberatory aspect of Freire's philosophy is important for program management as well as for learning. Many programs following the Freirean approach have adopted management structures that give students significant control over the direction of present and future educational activities (Jurmo, 1987; Collins, Balmuth, & Jean, 1989).
Author: Paulo Freire
Publisher: Harvard Education Press
ISBN: 1682539415
Category : Education
Languages : en
Pages : 84
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Book Description
In this volume, we have chosen to highlight the importance of education to human rights by reprinting two articles written by Paulo Freire (1921-1997) in 1970 for the Harvard Educational Review.
Author: Stanley M. Grabowski
Publisher: [Syracuse, N.Y.] : Syracuse University, Publications in Continuing Education
ISBN:
Category : Biography & Autobiography
Languages : en
Pages : 152
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Book Description
Compilation of essays on the educational philosophy of paulo freire, with particular reference to his proposals for educational reform in the field of adult education and literacy - covers Motivation and learning, cultural change and social adjustment, adult education as an instrument of social change, etc., and stresses the relevance of freire's experience in Brazil to the education of low income minority group persons in the USA. Annotated bibliography pp. 96 to 136 and references.
Author: Leonard Kwami Tabernacle Dorvlo
Publisher:
ISBN:
Category : Biography & Autobiography
Languages : ak
Pages : 184
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Book Description
Author: Peter Roberts
Publisher: Bloomsbury Publishing USA
ISBN: 0313000700
Category : Education
Languages : en
Pages : 190
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Book Description
The author adopts a holistic approach in exploring the ontological, epistemological, ethical, and pedagogical dimensions of Paulo Freire's thought. The book discusses Freire's approach to adult literacy education and investigates the political, dialogical, and critical aspects to the multidimensional word in Freirean theory. The author outlines and assesses a number of key critiques of Freire's modernism, concentrating in particular on questions pertaining to the problem of pedagogical intervention. He responds at some length to C.A. Bowers, one of Freire's most important and persistent critics, and finds fault with behaviorist, stage-based accounts of consciousness raising. The Freirean concept of conscientization is reinterpreted in light of the postmodern notion of multiple subjectivities. From this book, Freire emerges as a complex educational figure: a thinker and teacher deeply committed to the universalist ideal of humanization, yet also wary of some of the exaggerated certainties of modernism. His work, for all its flaws and contradictions, remains highly influential and stands opposed to technicist and neoliberal tendencies in recent educational reform initiatives.
Author: Victoria Purcell-Gates
Publisher: Routledge
ISBN: 1135662290
Category : Biography & Autobiography
Languages : en
Pages : 273
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Book Description
In-depth ethnographic study, w/ systematic data collection, of a Freirean-based adult literacy program in rural El Salvador, using a sociolinguistic literacy devel. lens. Highlights the relevance of resulting insights & principles for adult literacy educ
Author: Osemeka Anthony
Publisher: GRIN Verlag
ISBN: 3640713796
Category : Adult education
Languages : en
Pages : 85
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Book Description
Seminar paper from the year 2009 in the subject Psychology - Learning Psychology, Intelligence Research, grade: A, ( Atlantic International University ), course: Master degree Program, language: English, abstract: The Freirean approach to adult literacy education centre on learners' cultural and personal experiences. Freirean was the name for Brazilian educator Paulo Freire, the approach is also referred to as the problem-posing approach (Auerbach & Wallerstein, 1987;Wallerstein, 1983), the psycho-social approach (Hope, Timmel, & Hodzi, 1984; Fargo, 1981), the learner-centered approach (Anorve, 1989), the liberatory approach (Shor & Freire, 1987; Facundo, 1984), and the participatory approach (Jurmo, 1987). It has been used in the developing world in successful native and second language literacy projects sponsored by governments and international voluntary organizations in both rural and urban settings. In the United States, many community-based organizations have used the approach in their nonformal educational programs for developing basic literacy in English, native languages other than English, and English as a second language. Because the Freirean approach goes by a number of different names and Freire's ideas have had such an impact on adult education internationally, there are many literacy educators in the United States who have incorporated elements of the approach into their teaching without realizing that they have been influenced by Paulo Freire. In Freirean terms, culture "includes how people labor, create, and make life choices" (Wallerstein, 1983, p. 5). Culture is not a static set of customs, religious beliefs, social attitudes, forms of address and attire, and foods; rather, it is a dynamic process of transformation and change laden with conflicts to resolve and choices to be made both individually and as a community. Jurmo (1987) categorizes Freire as an exponent of "literacy for social change" because Freire argues that unjust socia
Author: Rebecca Rogers
Publisher: Routledge
ISBN: 100014934X
Category : Education
Languages : en
Pages : 305
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Book Description
This book examines the literacy practices of exemplary adult education teachers working within critical literacy frameworks. It provides an in-depth look at the complexity of adult literacy education through the lenses of these teachers. An understanding of this complexity helps teachers design literacy practices in classrooms on a daily basis. This is an important book for there is considerable pedagogical and political attention focused on adult literacy education at this time. As the field of adult education continues to grapple with issues of teacher professionalization/certification, it adds a much needed teacher perspective. Appropriate as a text for adult education courses, this volume will also appeal to researchers, teacher educators, practitioners, and graduate students across the field of literacy education.
Author: George Demetrion
Publisher: Routledge
ISBN: 1135622663
Category : Education
Languages : en
Pages : 335
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Book Description
The book provides a historical overview of adult literacy theory, policy, practice, and research from the mid-1980s to the present. The main focus is a descriptive analysis of three distinctive schools of literacy: the Freirean-based participatory literacy movement grounded in oppositional politics and grass-roots community activism; the British-based New Literacy Studies that focuses on the ways in which diverse students utilize various literacy practices in their daily lives; and the U.S. federal government's focus on functional literacy linked to a 45-year policy emphasis on workforce readiness. These three schools of thought lead to substantially different implications over such critical areas as curriculum, assessment and accountability, and the socio-cultural role of literacy, policy, and political culture, which are discussed throughout the chapters of the book. This discussion includes a chapter on research traditions that closely parallels these perspectives on literacy education. Demetrion argues that unless values grounded ultimately in political culture emerge, it is exceedingly unlikely that the adult literacy field will be able to move from its current marginalized status toward that of achieving the level of public and policy legitimacy many believe it needs for its long-term institutional flourishing. It is argued that any settlement of this issue must be accomplished in the field of practice rather than the ground of theory, even as theoretical insight can help to frame the issues. Conflicting Paradigms in Adult Literacy Education: In Quest of a U.S. Democratic Politics of Literacy speaks to a wide audience, including not only the adult literacy community, but anyone interested in educational theory, practice, policy, research traditions, or political culture, and more fundamentally, in their intersection. Given the breadth of the topics covered, as well as the broad scope of the argument, the book is also meant for those who would like to gain a useful perspective on contemporary U.S. culture, through the window of these conflicting tensions within the field of adult literacy education.
Author: Mariana Souto-Manning
Publisher: Peter Lang
ISBN: 9781433104060
Category : Biography & Autobiography
Languages : en
Pages : 244
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Book Description
"In this book, Paulo Freire's culture circles cross linguistic, cultural, and socioeconomic borders to work across contexts in the U.S. (early education, pre-service and in-service teacher education) and in Brazil (adult education). Freire, Teaching, and Learning makes culture circles accessible to those seeking to embrace equity and democracy through everyday educational practices." --Book Jacket.
