Pathways to Empowerment: Freire's Reach in the Middle East - A Focus on Iran and Palestine

• In Event: Activism and Education Change (I)

Proposal

Paulo Freire's pedagogical and philosophical work centers around education as a liberatory practice, a concept that has been applied across diverse contexts over several decades. His renowned and frequently cited work, "Pedagogy of the Oppressed," lays the groundwork for approaching education as a pathway to freedom and critical consciousness. This approach empowers learners to gain a profound understanding of their lived experiences and to question and challenge oppressive structures, a process known as conscientização (Freire, 2008). While "Pedagogy of the Oppressed" is a cornerstone, Freire's influence extends beyond it to numerous local movements and programs.

Notable examples include his impact on Black liberation movements in the U.S. (Rickford, 2016; Tien, 2022; Strong & Nafzigger, 2021), the literacy campaign in Guinea Bissau (Freire, 2021), and his influence on teacher educators and teacher education programs striving to confront oppressive systems in formal and non-formal learning settings (Kohli, 2021; Picower & Kohli, 2017).Despite the extensive study of Freire's work in the Americas and Continental Africa, little attention has been given to its application in the Middle East. Limited availability of research calls for a deeper exploration of the potential impact of Freirean ideas within the Middle Eastern educational context.

This paper explores the relevance of Paulo Freire's pedagogical ideas in the Middle East, shedding light on his influence in the region. I highlight how problem-posing education, as a liberatory approach, takes on distinctive forms in various contexts. For instance, in Palestine, radical gender-based theater not only serves as community-based art but thrives in the face of prolonged occupation. My argument is twofold. While Freirean-based programs share commonalities in their applications, the Middle East's unique socio-political, cultural, and religious characteristics shape its use of Freire's concepts. Moreover, despite the limited presence of Catholicism, Marxism, and liberation theology in the region, through which his ideas are based, Freire’s ideas remain highly relevant for challenging oppressive structures.

This literature review explores the use of Paulo Freire's works and ideas in various Middle Eastern contexts. Limited literature connects Freirean pedagogical practices in both popular and formal education spheres within the region. The available literature covers a wide range of content, contexts, and applications. For example, Safari & Pourhashemi (2012) and Hashemnezhad (2020) provide insights from Iranian perspectives on teacher education, English as a Foreign Language (EFL), and English Language Training (ELT) programs. Silwadi & Mayo (2014) contribute to Palestinian popular education and radical gender-based theatre, while Rexhepi (2019) examines Saudi Arabia's state-led education reform. This diverse representation in the literature review offers a wealth of contextually unique programs and initiatives, challenging the presumption of homogeneity in the region.

Paulo Freire's pedagogy is a powerful tool for liberation and empowerment. However, its applicability in the Middle East is a matter of debate. Freire's pedagogy is rooted in the belief that education should be a process of dialogue and critical thinking, not a process of depositing knowledge into students. This approach is in direct contrast to the traditional model of education in the Middle East, which is often characterized by banking models of education. In addition, Freire's pedagogy is influenced by Catholicism, Marxism, and liberation theology and the question of whether Freire's ideas are compatible within Muslim majority countries (Rexhepi, 2019) arises where, ideologically speaking, Marxism and liberation theology never took hold. This is not to say that Marxism and liberation theory didn't exist in this region; rather, their influence was not as strong in comparison to the Americas. While the debate for Freire’s applicability in the Middle East will likely continue, I call attention to it here to highlight a thread that appears across the literature and note its significance to my analysis.

In my analysis, I will explore two distinct areas within the broader context of the Middle East, avoiding the assumption of homogeneity across the region. Specifically, I will focus on literacy and teacher education programs in Iran. Here, it is relevant to examine how Freire's concepts of banking education versus problematizing education impact the implementation of ELT (English Language Teaching) and EFL (English as a Foreign Language) programs. For instance, Hashemnezad (2020), Abedina & Izadinia (2013), and Safari & Pourhashemi (2012) have explored the differences between problem-posing pedagogy and banking models in ELT programs. I will also discuss popular education initiatives in Palestine, where Freire's work has been adopted in various ways. One example involves the use of radical gender-based theatre, influenced by Augusto Boal’s Theatre of the Oppressed, as a means to problematize life under occupation. Another case examines the development of social justice education through an immersion program in Palestine and Israel. By examining these specific contexts, my analysis will shed light on the application and impact of Freirean ideas within distinct educational settings in the Middle East.

This proposal is relevant to the CIES 2024 theme in that Freirean pedagogy is the foundation for education as a site of resistance. Freire's global influence in education extends to regions like the Middle East, even if not extensively analyzed. His work retains relevance in diverse pedagogical applications worldwide. In Iran, critical pedagogy is gaining traction, particularly in foreign language acquisition, providing a means to problematize lived experiences and critique oppressive systems. Freire’s application in Palestine's also highlight his impact, empowering communities to challenge oppressive structures through education. Despite limited literature in some areas, education remains a liberatory practice. Freire's influence in the Middle East is as pertinent as in any other context, emphasizing the transformative power of education in the pursuit of liberation.

Author

• Eric Hunting, The Pennsylvania State University