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- Author: Paulo Freire
- Publisher: Bloomsbury Academic
- ISBN-10: 1350469130
- ISBN-13: 9781350469136
- Format: 14 x 21.6 x 1.4 cm, hardcover
- Language: English
- SAVE -10% with code: EXTRA
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Description
First published in 1987, this book brings together two renowned educators, Paulo Freire and Ira Shor, who describe their own experiences in liberating the classroom from its traditional constraints, including discussion of Freire's work in Guinea-Bissau and Shor's work in the USA. They demonstrate the effectiveness of dialogue in action as a practical means by which teachers and students can become active participants in the learning process.
The authors illuminate the problems of the educational system in relation to those of the larger society and argue for the pressing need to transform the classroom in both Third and First World contexts. They demonstrate how vital the teacher's role is in empowering students to think critically about themselves and their relation, not only to the classroom, but to society. For readers seeking a liberatory approach to education, these dialogues will be a revelation and a unique summary. For all those convinced of the need for transformation, this book shows the way.EXTRA 10 % discount with code: EXTRA
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The discount code is valid when purchasing from 10 €. Discounts do not stack.
- Author: Paulo Freire
- Publisher: Bloomsbury Academic
- ISBN-10: 1350469130
- ISBN-13: 9781350469136
- Format: 14 x 21.6 x 1.4 cm, hardcover
- Language: English English
First published in 1987, this book brings together two renowned educators, Paulo Freire and Ira Shor, who describe their own experiences in liberating the classroom from its traditional constraints, including discussion of Freire's work in Guinea-Bissau and Shor's work in the USA. They demonstrate the effectiveness of dialogue in action as a practical means by which teachers and students can become active participants in the learning process.
The authors illuminate the problems of the educational system in relation to those of the larger society and argue for the pressing need to transform the classroom in both Third and First World contexts. They demonstrate how vital the teacher's role is in empowering students to think critically about themselves and their relation, not only to the classroom, but to society. For readers seeking a liberatory approach to education, these dialogues will be a revelation and a unique summary. For all those convinced of the need for transformation, this book shows the way.
Reviews