An essay "Reading Response: Freire, Greene and Kliewer' outlines that Friere demystifies the notion of the ‘omniscient’ teacher. In this ‘banking concept of education,’ students are seen as “adaptable, manageable beings…
The more students work at storing the deposits entrusted to them, the less they develop the critical consciousness which would result from their intervention in the world as transformers of that world.” (Friere, 1997, p.54) Under this system not only is there a supposed knowledge asymmetry between the teacher and the pupil, but the former also holds professional authority that is not always grounded on merit. Moreover, this banking education minimizes or annuls the students’ creative energies so as to serve the interests of the oppressors, whose primary motive is not progress or critical inquiry. To the contrary, under the humanitarian veil of the educators lies their intention to perpetuate the status quo. Maxine Greene’s article titled Teaching for Social Justice is similar in tenor to that of Paulo Freire’s. The history of human societies is full of instances of the privileged few (the oppressors) dominating the majority rest through explicit and implicit means. Where brute force proved unviable, sophisticated indoctrination through education ensured domination. Further, “the privileged few were the ones with the opportunities to map and dominate the linguistic universe. The imbalance, the undeserved advantages in that domain as well as in the socioeconomic and political worlds is evidence of the most glaring social injustice.” (Greene, 1988 p.29) It is in this context that an educational system is devised, whose end is to ensure that each citizen is at the least entitled to develop and build his/her “intellectual, social, emotional, and expressive capacities”. (Greene, 1988, p.29) Consistent with the arguments made by Paulo Freire, Marine Greene too advocates a new way of looking at our educational institutions and their underlying motives. Contrary to what the system produces, she espouses Teaching for Social Justice. ...
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He views the teacher-pupil equations in these systems as rather oppressive, as it reinforces misconceptions about knowledge and expertise. More controversially, Friere demystifies the notion of the ‘omniscient’ teacher and his/her authority over the ‘ignorant’ pupil.
Name: Instructor: Course: Date: Writing Response to Freire Article The Brazilian educator, Paulo Freire, has made a tremendous contribution on moving towards progressive practice. Currently, his work, Pedagogy of the Oppressed, is one of the most used educational texts.
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