This last work from internationally respected educator Paulo Freire makes his ideas on education and social reform accessible to a broad audience of teachers, students, and parents. Freire shows how a teacher's success depends on observing individual students' approaches to learning and by the teacher's adapting teaching methods to students' ...Read MoreThis last work from internationally respected educator Paulo Freire makes his ideas on education and social reform accessible to a broad audience of teachers, students, and parents. Freire shows how a teacher's success depends on observing individual students' approaches to learning and by the teacher's adapting teaching methods to students' learning methods.Read Less
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Fair in fair dust jacket. The book is very good condition All order ship with Delivery confirmation and free track. Sewn binding. Cloth over boards. 128 p. Edge, Critical Studies in Educational Theory. Audience: General/trade. The book is very good condition All order ship with Delivery confirmation and free track
Near Fine in Very Good jacket. 6" X 9 1/2" 100 Pages Indexed. Black boards with silver spine lettering. Very minor wear to board edges and corners. One inked one-word owner's name on front endpaper. This book reaffirms Paulo Freire's place in history as the most significant educator in the world during the last half of this century. It represents an important answer to the capitalist banking model of education that has generated and continues to generate greater and greater failure. As one reads the letters to teachers contained in this book, it becomes clear why many North American liberal and neoliberal educators are looking to Paulo Freire's pedagogy as an alternative. No longer can it be argued that Freire's pedagogy is appropriate only in Third World contexts. For one thing, we are experiencing a rapid Third-Worldization of North America, where inner cities more and more come to resemble the shantytowns of the Third World, with high levels of poverty, violence, illiteracy, human exploitation, homelessness, and human misery. The abandonment of our inner cities and the decay of their infrastructures, including their schools, make it very difficult to maintain the artificial division between the First World and the Third World. It is just as easy to find Third World misery in the First World inner cities as it is to discover First World opulence in the oligarchies in EI Salvador, Guatemala, and many other Third World nations. The Third-Worldization of North American inner cities has produced large-scale educational failures that have created very large minority student dropout rates. Contents: First words A Pedagogical Trap, First Letter Reading the World Reading the Word, Second Letter Don't Let Fear of what is Difficult Paralyze You, Third Letter I Came into the Teacher Training Program Because I Had No Other Options, Fourth Letter On the Indispensabfle Qualities of Progressive Teacher for Their Better Performance, Fifth Letter The First Day of School, Sixth Letter On the Relationship Beteween the Educator and the Learners, Seventh Letter From Talking to Learners to Talking to Them and With Them From Listening to Learners to Being Heard by Them, Eighth Letter Cultural Identity and Education, Ninth Letter Concrete Theoretical Context, Tenth Letter Once More the Question of Discipline, and Last Words To Know and to Grow Everything Yet to See.
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