First World Applications of Social Justice Education and Critical Pedagogy: Misconceptions of Freire

• In Event: 51.080 - Sheraton Roundtable Session Nine - Osgoode Ballroom
  In Roundtable Session: 51.080-2 - Post-Truth Era: A Freirean Response

Abstract

Sociopolitical resistance to counter the uptick of racist incidents in public spaces and the national political stage is the proliferation of social justice and critical pedagogy in American classroom. Freire’s pedagogical paradigm is so dynamic that it is often subjected to inappropriate misuse in the US. Freire believed educational plans that call for activism fail because they are not designed for men-in-a situation but from the perspective of the designer. The purpose of this paper explains how Freire’s status as an indigenous foreigner allows for a misunderstanding of his work and misuse of critical pedagogy and social justice education.

Author

• Marquita Delorse Foster, University of North Texas