Pedagogy Of The Oppressed

Women and men are born equal. However, females are receiving unequal judgement and unfair treatment in the society, and thus Marilyn Frye brings up the notion of “oppression”, claiming that women are oppressed. Throughout the essay, I will first give the definition of Frye’s oppression and then list 5 critical qualifications to be considered oppressed. After that, I will explain my appreciation on Frye’s perspective on elaborating oppression using the “bird cage” analogy. I will support Frye’s “double-bind” argument for sexism followed by flaws in the argument. Furthermore, I will point out some social group are mistakenly placed inside or outside the parameters of oppression, once the theory of oppression extends over other marginal groups.

Freire begins Chapter 2 of Pedagogy of the Oppressed by stating his interpretation of the educational system between teacher and student, focusing primarily on the “banking” system, which is exceptionally biased due to oppressive teachers who direct their own misguided inquiries upon their oppressed students. Freire continues on by maintaining “knowledge is a gift bestowed by those

Chapter 2 of Freire’s Pedagogy of the Oppressed discusses a failed teaching method between the student and teacher. It’s a common mistake for teachers to treat the teaching process as a “banking concept”. Freire discusses how this concept takes away creativity from students by forcing them to memorize facts as the teacher “deposits” them into their minds. It’s not expected of the student to comprehend what they’re learning. It’s expected of them to take what the teacher is saying as fact without critically thinking about the meaning behind it. Freire explains,

Freire shifts his focus to talk about the current consciousness state of the students. The consciousness of the students is the key to keeping them oppressed, by being able to change their consciousness it makes the students easier to control.

From the beginning of time and around the world, women have been subjected to patriarchal oppression in various forms. From economic hardships such as wage gaps or an inability to own property, to social mores such as submission in marriage and sexual objectification, women are systematically treated as second- class citizens without a voice. African American women have faced these gendered challenges in addition to racial discrimination in the forms of slavery, unfair taxation, red-lining, unequal access to education and derogatory media representation to name a few. “Passing” by Nella Larsen portrays two African American women as main characters who experience racial and gender oppression in various ways. Webster’s Dictionary defines oppression as: the state of being subject to unjust treatment or control, prolonged cruel or unjust treatment or control; mental pressure or distress. Larsen’s story delves into social and feminist issues of oppression such as loss of identity, oppressiveness of marriage, women’s independence relating to women’s lack of independence, the importance of marriage in society, how race and class function in society, and how relationships are dictated by race, class, and gender.

Language is common in the world it is the way humans communicate and relate to things with one another.Language is a powerful tool in the world because it can give power to people and can be used to manipulate through renaming people,stereotyping a person and using a euphemistic approach in addressing a person.

The oppressor is dominant, powerful, and unified. The oppressor is disadvantaged, weak, and divided. Often times in the healthcare system, the oppressor appears to be the for-profit corporations, investors, and government to name a few. Similarly on the other end of the spectrum, the oppressed are regularly identified as the poor, minorities, and those that are underprivileged. Sadly, these descriptors are typically accurate in the United States and the world abroad. Freire identifies characteristics of the oppressor as selfish, manipulative of others, abusive of power, and fails to recognize others as humans. He describes characteristics of the oppressed as denying the self, prevented from being authentic, and as being exploited and manipulated without realization (Butts & Rich,

When Friere states that ‘almost always the oppressed, instead of striving for liberation, tend to become oppressors,’ he may be speaking of the origins and the original colonizers of America, who came to this country seeking

When education is replaced with credentialing, Jane Jacobs is correct in believing that something is lost. To understand what is lost, philosophers should examine the relationship, especially the differences, between credentialing and education and the role authenticity, as defined by Charles Taylor, plays in both. While the focus on credentialing remains, education and authenticity will be incompatible with each other. The act of going to post-secondary educational institutions can be seen as an act of conformation because that is what most people do to get a job, which goes against the moral ideal of self-fulfillment. Furthermore, a loss of personal relationships in an attempt to further one's career does not allow an individual to discover

In Pedagogy of the Oppressed Paulo Freire mentions the teacher-student contradiction. The contradiction is when students are controlled by teachers. The teachers have the authority over the students, which puts the students in a position that lacks freedom to experience their identity as humans. This contradiction exists due to the banking concept of education. Freire states that the banking concept encourages the contradiction between teachers and students. The banking concept rejects students as individuals and sees them as objects. As a result of the rejection as individuals, students are unable to speak or act upon their own

Dialogue is seen as a means of maintaining the problem –posing system. Here the changes are happenings among both the oppressed and the oppressor, their humanity is to be restored but it can only be restored by the oppressed since the oppressor is unconscious and even unwilling to restore it. This is a system through which human beings are to reach their fullness, because human beings are not complete beings under oppression, and being oppressed has taken the elements of a full human being away from them. Freire assumes that, in a community of academic freedom, human beings can attain their true nature. Freire enlists technique to work with people in a community to identify the ideas that are essential to their lives and to generate

Freire’s belief of liberation is constructed around the idea that one must recognize dependence as the destructive weakness it is, and then must autonomously decide to rid of it. In the quote highlighting who can be liberated and how liberation can be achieved, “Libertarian action must recognize this dependence as a weak point…,” he makes a few things very clear about liberation (Freire 66-67). The first of these things is that self-reflection and self-understanding is mandatory to achieve full freedom. It is

In the excerpt from Paulo Freire’s Pedagogy of the Oppressed, Freire touched upon the key aspects of the predetermined trust between a patient and a subject, the intermingling of roles in the classroom, and the important role communication plays to create a studious atmosphere.

The original Social Contract tradition has had many authors, but for the purposes of this paper I will focus on John Locke’s work as one political system that might be used by a nation and the problems it entails that would have to be discussed for modern uses. Locke begins by describing a state of nature that entails equality and a state of perfect freedom for mankind to live as they want within the laws of nature (Locke 2009, 370). Locke’s work argues for his view of property, where a man has the right to the fruits of his labor but not to another man’s (Locke 2009, 372). In his view, the government is meant to prevent on man from seeking punishment that is unfit for the committed crime and that people join together for protection for themselves and their property (Locke 2009, 371-372). He argues also that no one man should be in charge and that a democracy should be used instead (Locke 2009, 371).

Freire’s ideas continue to be reflected in the plights of the main characters as he examines the value of solidarity and fellowship in combatting oppression. He also puts emphasis on the fact that one cannot be