#critical pedagogy

The 3rd International Conference – Paulo Freire: The Global Legacy

The 3rd International Conference – Paulo Freire: The Global Legacy (Nov 29-Dec 2), will bring together educators, academics, students, researchers, and practitioners to reflect on the current status of his pedagogical thought and its application across a wide variety of academic disciplines. 

Tony Jenkins: education about and for peace

“As education both about and for peace, the substance of peace education (past, present, future) cannot be separated from the reality of the learner.” -Tony Jenkins

Tony Jenkins: peacelearning pedagogy for political agency

“Political agency is generated internally. We take external action upon those things that we hold dear and meaningful. Justice and peace, learned as abstract concepts and goals, will not be acted upon. Peacelearning pedagogy is pursued through inquiry that connects abstract concepts to the learner’s experience of the world.” -Tony Jenkins

New edited book: Conversations on Global Citizenship Education

“Conversations on Global Citizenship Education” edited by Dr. Emiliano Bosio Ph.D. offers a remarkable collection of theoretically and practically grounded conversations with internationally recognized scholars, who share their perspectives on Global Citizenship Education (GCE) in relation to university research, teaching, and learning.

Paulo Freire: conscientização

According to Paulo Freire’s translator, “the term conscientização refers to learning to perceive social, political, and economic contradictions, and to take action against the oppressive elements of reality.”


Paulo Freire: Inquiry & Praxis

“For apart from inquiry, apart from the praxis, individuals cannot be truly human. Knowledge emerges only through invention and re-invention, through the restless, impatient, continuing, hopeful inquiry human beings pursue in the world, with the world, and with each other.” -Paulo Freire

Paulo Freire on problem-posing education

“In problem-posing education, people develop their power to perceive critically the way they exist in the world with which and in which they find themselves; they come to see the world not as a static reality, but as a reality in process, in transformation.” – Paul Freire

Monisha Bajaj: critical peace education = analysis + agency

“For critical peace educators, locally relevant curricula around human rights and justice issues must be developed with the aim of simultaneously cultivating participants’ analyses of structural inequalities and a sense of agency in acting to address these issues.”  – Monisha Bajaj

Peace Education: Pedagogy of the Middle Class

This essay by George Kent, originally published in 1977 in the journal Peace and Change, explores the application and potential adaptation of Paulo Freire’s Pedagogy of the Oppressed to the middle class. 

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