Category Archives: Freire

Introducing Participatory Visual Methodologies in Communication Research

Posted on September 29, 2011 by Giorgio Bertini

Read I am pleased to see that a whole new range of non-textual strategies is gradually emerging as an alternative and highly versatile way of knowing. Specifically, participatory visual communications, such as sketching, photography, and video, hold the inherent potential … Continue reading →

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The Practice of Dialogue in Critical Pedagogy

Posted on February 6, 2011 by Giorgio Bertini

Read This paper examines dialogue in the higher education classroom. Instigated by my teaching experiences and the paucity of empirical studies examining dialogue in the higher education classroom, I present a re-examination of data I collected in 1996 for an … Continue reading →

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Dialogue, Knowledge, and Teacher-Student Relations – Freirean Pedagogy in Theory and Practice

Posted on February 6, 2011 by Giorgio Bertini

Read In this article, I draw on ethnographic fieldwork among popular adult education non-governmental organizations (NGOs) in Brazil to show how popular educators interpreted and acted based on Freirean pedagogical theory in ways that appeared to reduce its potential for … Continue reading →

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We Make the Road by Walking: Conversations on Education and Social Change

Posted on February 6, 2011 by Giorgio Bertini

Read We Make the Road by Walking: Conversations on Education and Social Change This dialogue between two of the most prominent thinkers on social change in the twentieth century was certainly a meeting of giants. Throughout their highly personal conversations … Continue reading →

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Rethinking Critical Pedagogy and the Gramscian and Freirean Legacies

Posted on February 6, 2011 by Giorgio Bertini

Read Read also  Categories Freire – Gramsci – Critical pedagogy Critical pedagogy problematizes the relationship between education and politics, between sociopolitical relations and pedagogical practices, between the reproduction of dependent hierarchies of power and privilege in the domain of everyday … Continue reading →

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Education-as-Commodity vs. Education-as-Social Justice: a brief Freirean analysis of the Academy Today

Posted on January 16, 2011 by Giorgio Bertini

Part I –   Part II –   Part III –   Part IV I love academic work: I love studying, learning, reading, researching, growing in my understanding of the world and – on good days – stoking the fire of enthusiasm for … Continue reading →

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Paulo Freire Freedom School

Posted on January 16, 2011 by Giorgio Bertini

Paulo Freire Freedom School Read also: Democracy and Education on “Paulo Freire Freedom School“ “Education is always and everywhere about opening doors, opening minds, opening possibilities. Education is about opening your eyes and seeing for yourself the world as it … Continue reading →

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The Routledge international handbook of Critical Education

Posted on January 12, 2011 by Giorgio Bertini

The Routledge international handbook of Critical Education The Routledge International Handbook of Critical Education is the first authoritative reference work to provide an international analysis of the relationship between power, knowledge, education, and schooling. Rather than focusing solely on questions … Continue reading →

Posted in Bourdieu, Creative pedagogy, Critical consciousness, Critical constructivism, Critical pedagogy, Critical thinking, Foucault, Freire, Illich | Tagged , | Leave a comment

Community organizing, learning and social change – communication and power – Reflect Approach

Posted on January 10, 2011 by Giorgio Bertini

Read Reflect is an approach to learning and social change. Reflect aims to improve the meaningful participation of people in decisions that affect their lives, through strengthening their ability to communicate. Reflect begins with respect and value for people’s existing … Continue reading →

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Situated Learning Methodologies for Activism in Development Education and Education for Sustainable Development

Posted on December 28, 2010 by Giorgio Bertini

Read This paper outline how situated cognition can enhance the experience of DE and ESD by creating deeper learning, engaging participants in more real-world action tasks, making certain complex concepts more accessible through cognitive apprenticeship techniques and by expanding DE … Continue reading →

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