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dialogue is never an end in itself but a means to develop a better comprehension about the object of knowledge (page 18)- Stephanie

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dialogue is never an end in itself but a means to develop a better comprehension about the object of knowledge (page 18)- Stephanie

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"Every prescription represents the imposition of one
individual's choice upon another, transforming the consciousness of
the person prescribed to into one that conforms with the pre-
servers' consciousness. Thus, the behavior of the oppressed is a prescribed behavior, following as it does the guidelines of the oppressor."(47)
Kathryn March

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The oppressed can overcome the contradiction in which they are caught only when this perception enlists them in the struggle to free themselves. (47) Jakseni

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The oppressed can overcome the contradiction in which they are caught only when this perception enlists them in the struggle to free themselves. (47) Jakseni

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Simplyput, as Freire reminded us, "what these educators are calling dialog-ical is a process that hides the true nature of dialogue as a process oflearning and knowing. . . .Understanding dialogue as a process oflearning and knowing establishes a previous requirement that alwaysinvolves an epistemological curiosity about the very elements of thedialogue." by Tarik Morton

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Simplyput, as Freire reminded us, "what these educators are calling dialog-ical is a process that hides the true nature of dialogue as a process oflearning and knowing. . . .Understanding dialogue as a process oflearning and knowing establishes a previous requirement that alwaysinvolves an epistemological curiosity about the very elements of thedialogue." by Tarik Morton

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"The "fear of freedom" which afflicts the oppressed, a fear which may equally well lead them to desire the role of oppressor or bind them the role of oppressed, should be examined"

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Reality which becomes oppressive results in the contradistinction of men as oppressors and oppressed.

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By overindulging in the18 • INTRODUCTIONlegacy and importance of their respective voices and experiences,these educators often fail to move beyond a notion of difference struc-tured in polarizing binarisms and uncritical appeals to the discourseof experience. by Tarik Morton

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By overindulging in the18 • INTRODUCTIONlegacy and importance of their respective voices and experiences,these educators often fail to move beyond a notion of difference struc-tured in polarizing binarisms and uncritical appeals to the discourseof experience. by Tarik Morton

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The "fear of freedom" which afflicts the oppressed, a fear which may equally well lead them to desire the role of the oppressor or bind them to the role of the oppressed, should be examined.

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The "fear of freedom" which afflicts the oppressed, a fear which may equally well lead them to desire the role of the oppressor or bind them to the role of the oppressed, should be examined.

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I choose this post because this went across all forms of human life. I listen and watch people chase things in effort to acquire materials that will not truly further their lives. They admire their oppressor and want to have what they have. In that chase, they lose sight of what matters.

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“In order for this struggle to have meaning, the oppressed must not, in seeking to regain their humanity (which is

a way to create it), become in turn oppressors of the oppressors, but rather restorers of the humanity of both.”

I chose this quote because this is a continuous conversation between my family and I. Unfortunately there are many people of color that broke generational curses in their families, being the first to graduate  and then forget their struggle and the hardships faced to get there. We must build up our people and give back. Provide a blueprint to help people that faced some of the same hardships that there is hope and dreams are attainable.

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“Their vision for a new man or woman is individualistic; because of their relationship with the oppressor they have no consciousness of themselves as a person or members of an oppressed class.” - Kathryn N

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The pedagogy of the first stage must deal with the problem of the oppressed consciousness and the oppressor consciousness, the problem of men and women who oppress and men and women who suffer oppression.

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“thwarted by injustice, exploitation, oppression, and the violence of the oppressors; it is affirmed by the yearning of the oppressed for freedom and justice, and by their struggle to recover their lost humanity.’’

I chose this quote because it is a struggle to take back rights from the oppressor. People of color have been dehumanized all through history. So making strides to gain steps further  the oppressor till this day have tactics to push people of color 10 steps back. Our educational system is one. I remember watching the news and there was a group of Caucasian students and they discussed civics class. As an adult I began to question why our school system does not offer classes that teach about the government and how it is run. That would be great for students to understand the stages of laws being passed

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“the oppressed find in the oppressor their model of "manhood." Continued by, “Even revolution, which transforms a concrete situation of oppression by establishing the process of liberation, must confront this phenomenon. Many of the oppressed who directly or indirectly participate in revolution intend—conditioned by the myths of the old order—to make it their private revolution. The shadow of their former oppressor is still cast over them.” Chosen by Kat Mc

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“the oppressed find in the oppressor their model of "manhood." Continued by, “Even revolution, which transforms a concrete situation of oppression by establishing the process of liberation, must confront this phenomenon. Many of the oppressed who directly or indirectly participate in revolution intend—conditioned by the myths of the old order—to make it their private revolution. The shadow of their former oppressor is still cast over them.” Chosen by Kat Mc

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"When students lack both the necessary epistemological curiosity and a certain conviviality with the object of knowledge under study, it is difficult to create conditions that increase their epistemological curiosity in order to develop the necessary intellectual tools that will enable them to apprehend and comprehend the object of knowledge."  ( page 17 ) -Michka

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"When students lack both the necessary epistemological curiosity and a certain conviviality with the object of knowledge under study, it is difficult to create conditions that increase their epistemological curiosity in order to develop the necessary intellectual tools that will enable them to apprehend and comprehend the object of knowledge."  ( page 17 ) -Michka

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Students need to be given the oppurtunity to think and gather knowledge instead of being force fed information with no real connection to real life or student centered learning.

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“Begin the arduous process of transcending a colonial existence that is almost culturally schizophrenic: being present and yet not visible, being visible and yet not present.” (11)- Magen

Students are present in the classroom, yet removed from the content because it doesn't reflect their experiences or realities. It's being imaginary in a space that should be fixed and tailored for them.

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“The oppressed, having internalized the image of the oppressor and adopted his guidelines, are fearful of freedom. Freedom would require them to eject this image and replace it with autonomy and responsibility. Freedom is acquired by conquest, not by gift. It must be pursued constantly and responsibly, Freedom is not an ideal located outside of man, nor is it an idea which becomes a math. IT IS RATHER THE INDISPENSABLE CONDITION FOR THE QUEST OF HUMAN  COMPLETION” (47) kathryn n

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Whereas students in the Third World and other nations struggling with totalitarian regimes would risk their freedom, if not their lives, to read Paulo Freire, in our so-called open societies his work suffers from a more sophisticated form of censorship: omission. This "academic selective selection" of bodies of knowledge, which borders on censorship of critical educators, is partly to blame for the lack of knowledge of Paulo Freire's significant contributions to the field of education. (page 16) (Kyle) 

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Whereas students in the Third World and other nations struggling with totalitarian regimes would risk their freedom, if not their lives, to read Paulo Freire, in our so-called open societies his work suffers from a more sophisticated form of censorship: omission. This "academic selective selection" of bodies of knowledge, which borders on censorship of critical educators, is partly to blame for the lack of knowledge of Paulo Freire's significant contributions to the field of education. (page 16) (Kyle) 

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“Although one cannot reduce everything to class, class remains an important factor in our understanding of multiple forms of oppression.” (14) - Magen

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"Because it is a distortion of being more fully human, sooner or later being less human leads the oppressed to struggle against those who made them so." -Joe N

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"Because it is a distortion of being more fully human, sooner or later being less human leads the oppressed to struggle against those who made them so." -Joe N