Reading Critical Pedagogies: Reading Paulo Freire

Session Type: Paper Session

Abstract

Twenty scholars of Critical Pedagogy responded to Paulo Freire's seminal article "The Importance of the Act of Reading," published in 1983. We will create a dialogue between several respondents of this challenge, exploring the significance and multiple ways of reading used in Critical Pedagogical ways of knowing. Historically situating critical pedagogy as originating from literacy, we visit the development and evolution of the field.

Presenters contextualize their article within the public and the personal, juxtaposing their stories using critical pedagogy as a guiding philosophy as the symposium is presented as a Freirean dialogue with the audience. Moving from viewing critical pedagogy as a singular construct, we discuss the multiple critical pedagogies within and out of schools, communities, and the world.

Sub Unit

• SIG-Paulo Freire, Critical Pedagogy, and Emancipation

Chair

• Gregory Martin, University of Technology Sydney (UTS)

Papers

• A Note on Free Association as Transference to Reading - Deborah Britzman, York University

• Reading Paulo Freire: Linking My World to the Word - Lilia I. Bartolome, University of Massachusetts - Boston

• I Am a Revolutionary - William C. Ayers, University of Illinois at Chicago

• The Importance of Paulo Freire in the Act of Reading - Luis Huerta-Charles, New Mexico State University

• Of Word, World, and Being (Online): A Brief Response to Paulo Freire's "The Importance of the Act of Reading" - Arlo Kempf, University of Toronto, Ontario Institute for Studies in Education

• In the Spirit of Freire - William (Bill) H. Schubert, University of Illinois at Chicago

• Freire Contra Freire: A Play in Three Acts - John Willinsky, Stanford University

Discussants

• Barry Down, Murdoch University

• Shirley R. Steinberg, University of Calgary