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A discussion on a chapter taken from Myles Horton and Paulo Freire's We Make the Road by Walking
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A discussion on a chapter from Myles Horton and Paulo Freire’s We Make the Road by Walking
• Co-founder of Highlander Folk School (1932) then now become Highlander Research and Education Center in Tennessee. The school was formerly aimed to educate and empower adults for social change
• American Educator and activist who is widely known through his role in Civil Rights Movement
• Brazilian educator and philosopher who plays important role in critical pedagogy
• Very well known for his book, “Pedagogy of the Oppressed”.
• His book is considered as one of the fundamental texts of critical pedagogy movement
• Idea to reform education• Working inside the system >> to influence the
system• It didn’t change the system but make it more
humane and intelligent
• Recognized as non-educators • Completely free to do according to goals set• Opportunities to conduct experiment on social
education with more validity
• It comes from the word ‘bootleg’ which means illegal
• Horton works with people who bootlegged education
• He runs Highlander which is not considered as education
• Citizenship School >> teaching people to read and write
• Highlander >> considered as not education, outside the system
• The ideal is to fight against the system from internal and external schooling system
• Education could affect political change (Freire’s case)
• History of society plays role in educational changes
• People listen to Gospel and learn to read Gospels themselves
• People have study circle • People realize that they need to change the
country• People undergo historical and political
consciousness of the reality
• Working class recognize political and social change
• It is the beginning of the struggle of the working class
• Institute of Cajamar contributes to the working class movement and struggle of the people
• In the process of struggle, workers have to express their suffering because they struggle to survive
• Progress shown by the presence of workers party in Brazil being lead by intellectuals
• The struggle does not stop when the revolution is in power, yet it will start a new kind of struggle and fighting that society knew. Then the role of education undergoes changing in this new period
• People begin to get their history into their hands and then the role of education changes
• Revolutionary groups and progressive groups worked in education to clarify the official role of education
• Education is not becoming a kind of indoctrination. The struggle is to create an education devoted to freedom
• The revolution didn’t automatically change the schooling system, yet it opened up the possibility of change
• Things can be taught inside of history, not before time but in time
• Just like what is seen in civil rights movement, a movement can change people
• Educators fear of experiencing new things• Educators fear of making mistakes• Educators fear of taking risks
• School is social and historical institution• School can be changed• WHO? By new generation of teachers who must
be prepared, trained and formed• There is a need to form groups of supervisor who
must know more than the teachers in order to challenge them about what they are doing
• Reading opens the opportunity to learn and know more about anything
• Group study will produce literate people who are aware of changes in any aspect
• Literate society who are aware of changes will lead the action of movement of changes
• The important thing is to get the attention of young people to be progressive
• Progressive means to be brave to make some decisions and take the risk of the preservation of the revolution
• Progressive means making the connection with people deeper, respect other people’s beliefs, consult the people
• Progressive also means to start from letters and words which the people are starting the process of education