{"id":2445,"date":"2013-04-18T07:16:59","date_gmt":"2013-04-18T07:16:59","guid":{"rendered":"http:\/\/infed.org\/mobi\/?p=2445"},"modified":"2024-06-18T12:27:17","modified_gmt":"2024-06-18T11:27:17","slug":"concientization","status":"publish","type":"page","link":"https:\/\/infed.org\/dir\/welcome\/concientization\/","title":{"rendered":"Conscientization"},"content":{"rendered":"

Here we have listed some key texts that develop or explore ‘conscientization’.<\/h2>\n

The idea has been linked with the work of Paulo Freire and Pedagogy of the Oppressed<\/em> – although Freire used to claim that he had not used the term since the early 1970s as it had been badly misused (Taylor 1993: 52). However, he did not reject the process it was meant to apply to. That of ‘ developing consciousness, but consciousness that is understood to have the power to transform reality’ (op cit)<\/span><\/p>\n

Conscientization and cultural action<\/h4>\n

Elias, J. L. (1976) Conscientization and Deschooling. Freire’s and Illich’s proposals for reshaping society<\/em>, Philadelphia: Westminster Press. 178 pages. Useful review of Freire and Illich with a focus on what Elias sees as their central concepts – conscientization and deschooling.<\/p>\n

Freire, P. (1972) Pedagogy of the Oppressed<\/em>, London: Penguin. 153 pages. One of the most significant books published on education in the second half of the twentieth century. Chapter 1 attempts to justify a pedagogy of the oppressed and explores the relationship of oppressors and the oppressed. Chapter 2 sets out a ‘banking’ concept of education and sets it against a ‘problem-posing’ concept. Education is presented as a world-mediated mutual process, and man as an incomplete being seeking to become more fully human. Chapter 3 is a ‘classic’ chapter, focusing on dialogue and praxis. Dialogics is presented as the essence of education as the practice for freedom. The subject-object relationship is explored and the notion of ‘generative themes’ and how these may awaken critical consciousness is examined. Chapter 4 analyses ‘the theories of cultural action that develop from antidialogical and dialogical matrices’. Includes material on manipulation, cultural invasion (with significant reference to conscientization) co-operation, unity for liberation, organization and cultural synthesis.<\/p>\n

Freire, P. (1972) Cultural Action for Freedom<\/i>, Harmondsworth: Penguin. Includes the two essays ‘The adult literacy process as cultural action for freedom’ and ‘cultural action and conscientization’.<\/p>\n

hooks, b. (1994) Teaching to Transgress. Education as the practice of freedom<\/i>, London: Routledge. Draws on Freire but looks to developing a feminist, engaged pedagogy relevant to mutlicultural contexts. See also bell hooks (1996) Killing Rage, Ending Racism<\/i>, London: Penguin.<\/p>\n

Kirkwood, G. and Kirkwood, C. (1989) Living Adult Education. Freire in Scotland<\/i>, Milton Keynes: Open University Press. Account of a project that attempted to apply Freirian thinking\/practice.<\/p>\n

Mezirow, J. (1991) Transformative Dimensions of Learning,San<\/i> Francisco: Jossey-Bass. Exploration of some of the processes by which people can free themselves from ‘oppressive ideologies, habits of perception, and psychological distractions’. A particular reading of conscientization.<\/p>\n

Taylor, P. (1993) The Texts of Paulo Freire<\/i>, Buckingham: Open University Press. A thorough examination of the work of Freire which highlights a number of problems with his approach. Good value can also be found in the collection edited by Robert Mackie (1980) Literacy and Revolution: the pedagogy of Paulo Freire<\/i>, London: Pluto<\/p>\n


\n<\/span> <\/strong> \u00a9 Mark K. Smith<\/a> 1996<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

Here we have listed some key texts that develop or explore ‘conscientization’. The idea has been linked with the work of Paulo Freire and Pedagogy of the Oppressed – although Freire used to claim that he had not used the term since the early 1970s as it had been badly misused (Taylor 1993: 52). However, … Read more<\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":101,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_lmt_disableupdate":"","_lmt_disable":"","footnotes":"","_wp_rev_ctl_limit":""},"class_list":["post-2445","page","type-page","status-publish"],"yoast_head":"\nConscientization - infed.org<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/infed.org\/dir\/welcome\/concientization\/\" \/>\n<meta property=\"og:locale\" content=\"en_GB\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Conscientization - infed.org\" \/>\n<meta property=\"og:description\" content=\"Here we have listed some key texts that develop or explore ‘conscientization’. 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