![]() The book launched him on an international career, teaching at Harvard and consulting with governments around the world on how to improve their education systems. While exiled in Chile, he wrote Pedagogy of the Oppressed. But his political career was cut short by the 1964 coup. As a civil servant, he had sought to improve literacy among peasant communities in rural Brazil. The political failure of the 1960s New Left manifests as its dispersal into academia a decade later. Yet, what connects these texts, is their failure to adequately register their respective historical moments. hooks’s text, on the other hand, is the product of a far less political time-the booming 1990s-marking the rise of identity politics after a decade of neoliberalism. Freire’s text is a product of the 1960s-a moment of political opportunity with activism around civil rights, decolonization, and the mounting tensions of the Cold War. ![]() ![]() hooks’s text continues the tradition inaugurated by Paulo Freire’s Pedagogy of the Oppressed (1968) but under changed circumstances. But how can critical pedagogy succeed if it fails to understand its own “historical situatedness”?īell hooks’s Teaching to Transgress (1994) is one of the classics of critical pedagogy. The aim of critical pedagogy is to transform students into “political subjects who recognize their historical, racial, class, and gender situatedness (…) and are politically and ethically motivated to struggle in the interest of greater human freedom and emancipation” (McLaren, 1995). ![]()
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