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| "Education either functions as an instrument which is used to facilitate integration of the younger generation into the logic of the present system and bring about conformity or it becomes the practice of freedom, the means by which men and women deal critically and creatively with reality and discover how to participate in the transformation of their world." |
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Paulo Freire (1921–1997)
Brazilian educator, philosopher, and political activist who worked in the area of adult literacy. |
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| Model is commonly used in |
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| education in Asia, Africa, and South America. |
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| Model also used in the US for |
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| adult education, community organization, health education, and social work. |
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| Theory of Liberation Education |
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| Freire’s work is commonly used by those who work with |
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| oppressed (browbeaten, demoralized, exploited) people |
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| 2 types of education used: |
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-informal education
-Popular education |
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is based on experiential learning (or learning from one’s experiences)
Uses simple conversation, and can take place in any setting |
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is need-based, does not have a hierarchical relationship between learners and facilitators
Builds on community knowledge, and aims at political action |
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| Purpose is use education to free people from |
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(no dialogue = oppressed)
2-way communication
Process & practice of liberation |
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(problem posing)
Raising questions without providing predetermined answers
Students reflect and develop answers themselves |
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| Naming phase (Listening stage) |
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| Reflection phase (Dialogue stage) |
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Phase one questions to
reflect on |
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| What is the problem? What is the question? |
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| Phase two questions to reflect on |
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| How do we explain this situation? Why is this the case? |
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| Phase three questions to reflect on |
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| What can be done to change this situation? What options do we have? |
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| Equal partnership to identify problems and determine priorities |
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| Bring out inner emotions of participants (can use role play, stories, photographs, etc. to gather information) |
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| Process vs. outcome centered. Focuses on approach that needs to be followed (action plan) |
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| Constructs of Freirean Model (five) |
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Dialogue
Consientization
Praxis
Transformation
Critical Consciousness |
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Definition
Two-way exchange between the learners and educators
Opportunity for two-way communication, e.g., open group discussion
Identifies social reality – concrete awareness of the context of facts |
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Definition
Identification of underlying systemic forces of oppression & inequality (process of “humanization”)
Identification of obstacles, e.g., brain storming on root causes of unhealthy behaviors
Working together as change agents, e.g., team building activities
Personalizing the issue, e.g., using role plays to generate emotions |
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“Reflective action” or “active reflection”
Close gap between theory & practice
Working together on a specific project, e.g., a pilot project assignment |
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Relationship that identifies one as a political and social being (social consciousness)
Discussion on political and social implications of chosen issues, e.g., use of case studies to understand other influences related to their behavior |
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Political organization of those adversely affected
Joint identification of issues, mission, vision
Political organization of those adversely affected, e.g., creation of a not-for-profit group |
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| General Applications of Freire’s Model in United States (4) |
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Adult education
Community organization
Health education
Social work |
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| Applications of Freire’s Model in Health Education and Promotion |
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Breast cancer control
Breast-feeding promotion
Community organization
Evaluation of coalitions
Evaluation of worker safety programs
HIV/AIDS prevention |
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Peer-to-peer approach for reproductive health
People with mental illness
Preparation of health educators
Preparation of nurse educators
Reducing nutritional inequities
Self-care education
STD education
Training of health functionaries
Work with abused women
Improving decision making
Informing policy makers through community taken photographs
Intercultural health promotion
Oral health promotion
Nutrition education
Participatory development of health education materials
Participatory program planning
Participatory evaluation
Patient education |
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| Five Limitations of the Freirian Model |
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Definition
Contorted manner of writing that makes interpretation of concepts difficult and measurement very complex
Freire’s viewpoints are considered too ideal – hard to achieve in the real world
Freire presents a circular logic and demonstrates confusing repetitiveness in his writing style – makes difficult to identify differences between constructs
Model requires social manipulation that can be often used to domesticate people instead of liberating them
There are no neutral words but challenge the social reality; this adds a bias in the scientific inquiry – felt the model can make people think and react in a predetermined fashion |
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