What Is Paulo Freire's Code-Breaker?

23. Read page 121. What does the graffiti in the shed indicate about attitudes towards Aboriginal people in town?

Contemporary artist, Ah Kee, has created a work, “Unwritten #9”, references past racial murders and the way they resonate in the present context and explore Australian Indigenous and non-Indigenous culture in the contemporary society. Ah Kee created this series of artworks in response to the apparent police cover up of the death of a young man in their custody and protection of their own lead to accusations of racism, riots by the Islanders and their further oppression by the police. The faces are also non-specific and have no identity, this refers to the devastating history of racism and violence against indigenous peoples in Australia. This symbolism also suggests the often unspoken motivations for actions and interactions between Australians

In “Pedagogy of the Oppressed,” Paulo Freire tells of the complex relationships that contrast narrative versus instructive teachers and compliant versus existentially aware students, in regards to the various methods of instructing and acquiring knowledge. Although this reading is only a particular excerpt from Chapter 2 of Pedagogy of the Oppressed, Freire does an exceptional job by capturing the immense reality of certain educational methods. He explains the “banking” system of teaching, which portrays the teachers as “oppressors” who enforce themselves with an authoritative, commanding position upon the “oppressed” students. By introducing scholars to this “banking” concept of education, the teacher has no regard for the student, inhibiting further questioning and analyses, which only “negates education and knowledge as processes of inquiry.” (Pedagogy) Freire applies negative connotations to help better demonstrate the contents in which these teachers apply towards their students, stressing that this simply is not well defined enough when the time arrives to properly educate the students.

In his book, Pedagogy of the Oppressed, Brazilian educator, philosopher, and author, Paulo Freire, informs us, the readers, of the difference between an oppressive education system and a libertarian system. Freire first published this book in Portuguese in 1968, just four years after his imprisonment and exile on the charge of spreading revolutionist teachings. He uses verbose language to further emphasize the importance of learning and a passionate tone to show his anguish at the loss of knowledge and education. In his lament for the awakening of his people, Freire’s effective use of the rhetorical situation persuades his audience to reject their country’s current oppressive system and to fight their oppressors who refuse them the right of free thought.

I"The Importance of the Act of Reading" by Paulo Freire, describes the importance of the act of reading beyond numerous experiences in his life as a child, a teenager, and an adult. Freire begins his article by taking readers back to where he was born, in his home city Recife, Brazil. He uses very itemized imagery to describe the trees, the house and the atmosphere of where he grew up and how the text, words, and letters were incarnated in the series of things, objects, and signs. He describes the trees, the house and the atmosphere of where he grew up and how the text, words, and letters were incarnated in the series of things, objects, and

“Books are the steps towards human progress”. Following standard rhetoric like this, people nowadays would be easily lured into the belief that the formation and circulation of literacy was the result of nature development—a normative and inevitable route of the progress of human society, an official and more efficient way for the transmission of knowledge.Nonetheless, as we examine closely to the history all the way back to the period before the wide broadcast of writing, we are able to see that the writing at its first stage was merely aimed to strengthen the state’s rule as well to build the virtuous images of the state instead of functioning as a major channel of knowledge transmission. More than that, literacy in some circumstances even functioned the role as state formation and creation.

In Gerald Graff’s story Hidden Intellectualism Graff, attests that intellect does not only exist in the scholarly form of thinking. Graff insists that knowledge can also take the form of "street smarts”. Graff uses personal experiences in his childhood to form his argumentative purpose. Graff tells about his disinterest in traditional academic subjects, and further elaborates on his love of sports. Being that he grew up in Chicago, Graff believes that academic knowledge is a delay in social world. Graff describes saddening story of growing up torn "between the need to prove I was smart and the fear of consequences if I prove too well." The conversation Graff brings to his audience attention with his friends helped develop the analysis, arguments,

Rhetorical Analysis Essay: Past president of the Modern Language Association, Gerald Graff, in his essay “Hidden Intellectualism”, adapted from his 2003 book, Clueless in Academe: How Schooling Obscures the Life of the Mind, puts in perspective the idea that schools in general all focus too much on the respected literacy stereotype. Graff’s purpose is to convince his audience that you, as a student, will get more out of writing about something you are interested in rather than writing about a boring topic your teacher/professor has assigned to you such as: the French Revolution or a Shakespeare play. Gerald Graff begins his essay by placing the stereotypical theme in place that one who knows so much about outside of the footsteps of his/her

Summary: In the essay, The Human Cost of an Illiterate Society” written by Jonathan Kozol, and published in Readings for Writers in 2013, Mr. Kozol is raising awareness to the literate society about the danger our people are heading towards with the lack of literacy in our country. Kozol used a few strong points to prove his point. First, the voters of our country; how they cast their vote on the candidate that attracts their eye the most. Secondly, real life situations of how people go about being illiterate. Lastly, personal stories; how it made it a bigger concern in his life.

Education has always been based on the premise that in order for students to learn, they need to educate themselves through a teacher's words. The more they learn, the greater they are able to adapt to a non changing, rather static society. Paulo Freire on the other hand believes that there needs to exist some sort of transformative learning in which the individual is better able to use their personal thinking skills. It’s a process in which the student and the teacher are better able to unleash the cognitive potential to actually create change in society. On similar lines, Malcolm X thought that as someone is able to “understand” they receive an awakening of reality.

“The problem of holding the Negro down, therefore, is easily solved. When you control a man’s thinking you not have to worry about his actions. You do have stand here or go yonder. He will find his “proper place” and will stay in it” (Woodson p. 5). In the Miseducation of the Negro he focused in on the problems of the education system for African Americans leading to the dire effects of plight of the Negro. This timeless work is relevant and parallel today; he speaks on the lack of racial consciousness and the self-hatred through education that teaches him to despise himself/herself. For African Americans and other peoples of color, hegemony has placed us as at subordinate class in a white supremacist patriarchal society. Combining theories of political theorist, Antonio Gramsci, historian Carter G. Woodson, sociologist W.E.B Du Bois, and social theorist Michael Foucault a theoretical and practical coherence can show the relationship of knowledge and power. Critical Pedagogy links the relationship of knowledge and power, in which knowledge is socially constructed and rooted in a nexus of power relations (Darder, Baltodano, & Torres p.63). Critical consciousness within critical pedagogy has us consider as students and future educators the role of education and knowledge when it comes oppression and decolonization.

Critical pedagogy, influenced by Paulo Freire and Michael Apple, sees students become participants in their learning, where topics are relatable and relevant to their lives. Critical literacy refers to the use of text and other communication to challenge the rules governing the societal norms of everyday life (Luke, 2012, p.5). Asking students to interrogate a text and question the use of language, allows them to form a critical observation about what the author wants the readers to know, for example, when studying Australian First Contact, allowing students to draw conclusions about the treatment of Indigenous people from a text which glosses over the details, ensures students look at the topic from multiple angles and apply their sociocultural knowledge to the discussion. The introduction of multimodal tools into literacy teaching, acknowledges that a

Moreover, critical pedagogy has its underlying foundations in Paulo Freire, an individual broadly thought as "the inaugural theorist of basic teaching method" (Freire &Slover, 1983). Despite the fact that initially Freire devoted his endeavours on matters

Paulo Freire is a Brazilian educator and philosopher who is a leading advocate of critical theories. In Pedagogy of the Oppressed, he believes problem-posing education can fulfill the expectations in a proper classroom environment, by transforming the world which results in a balance of humanization between men and women, and by enabling students to become subjects by which the teacher learns from. My advanced culinary arts class is a good example of problem-posing education because of the way the students and teacher engaged with each other and promoted critical thinking skills.

Historically, feminist pedagogy has emerged from the women’s movement (Briskin, 1990; Chow et al., 2016; hooks, 1994). Hence, feminist pedagogy cannot be defined as a mere instructional principle, strategy, or method. It is a praxis of social change that is rooted in a concept of dialogic education as the practice of freedom (Freire, 1988) from all forms of oppression, violence, domination, discrimination, and phobia. According to Briskin (1990), “The intrinsic link between feminist pedagogy and organizing for social change reflects the connection between the classroom and the world outside it, and the feminist understanding that change is necessary and must be systemic” (p. 23). Therefore, feminist pedagogy has been intricately connected with the Paulo Freire’s works. For example, bell hooks (1994) writes that she “had learned so much from his works, learned new ways of thinking about social reality that were liberatory” (p. 45). She has also contested his pedagogies with a critical lens on the sexism in his works (hooks, 1984; 1994). In this critical view, the concept of pedagogy is not about instrumental teaching strategies but about a situated praxis or “a reflection and action upon the world in order to change it” (Freire, 1970, p. 51). In a broader view of the dialogic praxis as pedagogy may be