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ERIC Number: ED474969
Record Type: Non-Journal
Publication Date: 2002-Nov-24
Pages: 10
Abstractor: N/A
Reference Count: N/A
"Blah" or Praxis? Reflection in Freirean Pedagogy.
Hasbrook, Melissa
Paulo Freire's framework pursues social justice, or liberation. Students and teachers critically think about the conditions of their realities, for the purpose of constructing and attempting solutions, referred to as "action" by Freire. Reflection-action is possible through collaboration, or dialogue--interdependent and concurrent processes to enact praxis. The key in praxis is the ongoing partnership between action, reflection, and dialogue. It is through this partnership that Freire advocates problem-posing education, as a construction of knowledge "through invention and re-invention," in relationship with people and the world, enacting a particular kind of inquiry. Contrasting this approach is banking education, which assumes that knowledge is a possession that teachers need to give to students. This paper examines teacher research calling upon the name of Freirean or critical pedagogy, related to working class language minorities. Throughout the paper, Freire's works are referred to collectively, drawing upon four particular texts listed in the works cited. Noting that much of the rhetoric around reflection exhibits an unarticulated assumed meaning (contrasting with Freire's clear position), the paper explains that the scholarship examined focused excessively on student reflection as opposed to Freire's emphasis on reflection by students and teachers. It describes three "misappropriations" of reflection. The paper concludes by briefly touching on some promising approaches: taking steps to connect students with the community; following students' initiative on issues of their concern; and harnessing "reflective writing" toward a publication that resembles the product of action envisioned by Freire. Lists 17 works cited. (NKA)
Publication Type: Information Analyses; Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A