https://padlet.com/haes0012/bwh666sk00hnb2tf Pedagogy of the Oppressed: Chapter 1 en-us 2020-11-17 19:25:33 UTC 2020-11-30 14:58:36 UTC hello@padlet.com https://padlet.net/icons/png/1f913.png haes0012 https://padlet.com/haes0012/bwh666sk00hnb2tf/wish/933576742 Freire calls dehumanization "a distortion of the vocation of becoming more fully human" and humanization "the emancipation of labor," "overcoming of alienation," and "the affirmation of men and women as persons." Later, he writes, "The pedagogy of the oppressed, animated by authentic, humanist (not humanitarian) generosity, presents itself as the pedagogy of humankind." What can humanizing pedagogy look like in contemporary classrooms? What about dehumanizing pedagogy? How can a teacher work to be anti-oppressive? In what ways can a teacher foster oppression? Just write a few sentences in response to any or all of these questions, drawing upon your future goals or past experience. 


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]]> 2020-11-17 19:26:56 UTC https://padlet.com/haes0012/bwh666sk00hnb2tf/wish/933576742 haes0012 https://padlet.com/haes0012/bwh666sk00hnb2tf/wish/971522475 To me, this really comes back to culturally responsive/sustaining pedagogies. If we create student-centered classrooms, that is a humanizing act. If we legitimately include students as active agents in their education, that moves us away from the "false generosity" that Freire warns about. I think dehumanizing classrooms look the opposite. Situations where everything is focused on the instructor can become dehumanizing because they ignore acts of humanization and continue to perpetuate modes of cultural and societal reproduction. ]]> 2020-11-30 14:55:23 UTC https://padlet.com/haes0012/bwh666sk00hnb2tf/wish/971522475