Understanding colonialism and fostering a decolonizing emancipatory education through Paulo Freire

Educational Philosophy and Theory 54 (13):2275-2285 (2022)
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Abstract

This paper, rather than providing a comprehensive discussion around Paulo Freire’s ideas, focuses on one aspect of his body of work: colonialism. The emphasis is on the ‘oppressor consciousness’ and cultural invasion (seen in its broadest context to include institutional colonialism with special reference to the traditional, modernizing and prophetic church. It also deals with the complex issue of language in postcolonial contexts, with special reference to education in Guinea Bissau and its implications for other colonial contexts.

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Paulo Freire: Voices and silences 1.Carlos Alberto Torres - 2022 - Educational Philosophy and Theory 54 (13):2169-2179.

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References found in this work

Pedagogy of the oppressed.Paulo Freire - 1986 - In David J. Flinders & Stephen J. Thornton (eds.), The Curriculum Studies Reader. Routledge.
The German Ideology.Karl Marx & Friedrich Engels - 1939 - Science and Society 3 (4):563-568.
The wretched of the earth.Frantz Fanon - 1998 - In Emmanuel Chukwudi Eze (ed.), African Philosophy: An Anthology. Malden, Mass.: Wiley-Blackwell. pp. 228--233.
Learning to question: a pedagogy of liberation.Paulo Freire - 1989 - New York: Continuum. Edited by Antonio Faundez.

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