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ERIC Number: EJ774688
Record Type: Journal
Publication Date: 2007-Nov
Pages: 20
Abstractor: ERIC
Reference Count: 0
ISSN: ISSN-1071-4413
History, Histories, or Historicity? The Time of Educational Liberation in the Age of Empire
De Lissovoy, Noah
Review of Education, Pedagogy & Cultural Studies, v29 n5 p441-460 Nov 2007
In approaches to education in the tradition of critical theory, and particularly in the philosophical tradition following Paulo Freire, the idea of history as a space of possibility allows for hope, intervention, and educational and political transformation. The process of historical becoming to which liberatory education is dedicated is both individually and collectively human. In this way, critical curriculum and pedagogy replace a narrow and disempowering notion of "history" (as the narrative of the actions of the powerful) with a dimensional, dynamic, unfolding notion of "historicity" (as the quality, for all of social life, of being situated in a determinate political moment). The historicity of life redefines history as a space of possibility that belongs to human beings as an ontological fact and an existential problem. The task of education is then to create the conditions in which students can act and intervene, as authentic subjects, in this historical situation. Freire has articulated this task in terms of the historical and educational vocation of "humanization". However, recent trends in theory, practical politics, and schools themselves pose some important dilemmas for the conceptualization of history and theorists have raised a set of problems with regard to the cultural standpoint from which the notion of history as development--as a narrative of progress through stages--is elaborated. In this article, the author discusses the most important of these issues, how critical educators can respond to them, and the implications for teaching contexts. (Contains 38 notes.)
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A