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13. Reading Pedagogy of the Oppressed through the Lens of Indigenous Education: Reflections on Overlaps, Departures, and Social Developments

© 2023 University of Toronto Press, Toronto

© 2023 University of Toronto Press, Toronto

Chapters in this book

  1. Frontmatter i
  2. Contents v
  3. Artist’s Statement ix
  4. Introduction 1
  5. PART ONE: Historical Framework
  6. 1. Pedagogy of the Oppressed and Deschooling Society in the Long 1960s: A Contextualizatio 19
  7. PART TWO: Theological Intersections in Freire’s Work and Their Impact on Catholicism
  8. 2. The Reception of Paulo Freire at the Second Episcopal Conference of Latin America in 1968 51
  9. 3. Paulo Freire and the Jesuit Intellectual and Educational World in Chile, 1964–1969: A Collateral and Indirect Relationship 69
  10. 4. Lonergan and Freire: An Initial Conversation 87
  11. 5. “The Wolf Shall Dwell with the Lamb”: Traces of Prophetic Judaism in the Concept of Love in Pedagogy of the Oppressed 104
  12. 6. Sisters of Our Lady of the Missions and Paulo Freire: Weaving a Web of Life 125
  13. PART THREE: Freire and Illich and Contemporary Critical Issues in Education
  14. 7. Ivan Illich, Gender, and Energy 147
  15. 8. Building Convivial Educational Tools in the Twenty-First Century 157
  16. 9. In Support of Critical Thinking Education: Praxis and Dialogue in Digital Learning 176
  17. 10. The Ideas of Ivan Illich in the History of the Homeschooling/Unschooling Movement and His Intellectual Relationship with John Holt 185
  18. 11. “The Time Has Come to Make the World Safe from Lifelong Education”: John Ohliger, Ivan Illich, and Mandatory Continuing Education 202
  19. PART FOUR: Freire and Illich and Indigeneity
  20. 12. From Nutrix Educat to Ju-jum Dakim: A Possible Resolution for Ivan Illich’s Forsaken Ritual 221
  21. 13. Reading Pedagogy of the Oppressed through the Lens of Indigenous Education: Reflections on Overlaps, Departures, and Social Developments 237
  22. PART FIVE: Freire in Attempts at Transformation in Asia in the Last Decades
  23. 14. A Historical Analysis of the Application of Paulo Freire’s Critical Literacy in the Design of the Bangladesh Rural Advancement Committee’s Functional Education Curriculum from 1972 to 1981 263
  24. 15. The Influence and Legacy of Freire’s Ideas on Adult Literacy in Post–New War Timor-Leste 284
  25. PART SIX: Epilogue
  26. From Theory to Practice and Back Again 301
  27. Contributors 317
  28. Index 323
Rethinking Freire and Illich
This chapter is in the book Rethinking Freire and Illich
https://doi.org/10.3138/9781487550479-015

Chapters in this book

  1. Frontmatter i
  2. Contents v
  3. Artist’s Statement ix
  4. Introduction 1
  5. PART ONE: Historical Framework
  6. 1. Pedagogy of the Oppressed and Deschooling Society in the Long 1960s: A Contextualizatio 19
  7. PART TWO: Theological Intersections in Freire’s Work and Their Impact on Catholicism
  8. 2. The Reception of Paulo Freire at the Second Episcopal Conference of Latin America in 1968 51
  9. 3. Paulo Freire and the Jesuit Intellectual and Educational World in Chile, 1964–1969: A Collateral and Indirect Relationship 69
  10. 4. Lonergan and Freire: An Initial Conversation 87
  11. 5. “The Wolf Shall Dwell with the Lamb”: Traces of Prophetic Judaism in the Concept of Love in Pedagogy of the Oppressed 104
  12. 6. Sisters of Our Lady of the Missions and Paulo Freire: Weaving a Web of Life 125
  13. PART THREE: Freire and Illich and Contemporary Critical Issues in Education
  14. 7. Ivan Illich, Gender, and Energy 147
  15. 8. Building Convivial Educational Tools in the Twenty-First Century 157
  16. 9. In Support of Critical Thinking Education: Praxis and Dialogue in Digital Learning 176
  17. 10. The Ideas of Ivan Illich in the History of the Homeschooling/Unschooling Movement and His Intellectual Relationship with John Holt 185
  18. 11. “The Time Has Come to Make the World Safe from Lifelong Education”: John Ohliger, Ivan Illich, and Mandatory Continuing Education 202
  19. PART FOUR: Freire and Illich and Indigeneity
  20. 12. From Nutrix Educat to Ju-jum Dakim: A Possible Resolution for Ivan Illich’s Forsaken Ritual 221
  21. 13. Reading Pedagogy of the Oppressed through the Lens of Indigenous Education: Reflections on Overlaps, Departures, and Social Developments 237
  22. PART FIVE: Freire in Attempts at Transformation in Asia in the Last Decades
  23. 14. A Historical Analysis of the Application of Paulo Freire’s Critical Literacy in the Design of the Bangladesh Rural Advancement Committee’s Functional Education Curriculum from 1972 to 1981 263
  24. 15. The Influence and Legacy of Freire’s Ideas on Adult Literacy in Post–New War Timor-Leste 284
  25. PART SIX: Epilogue
  26. From Theory to Practice and Back Again 301
  27. Contributors 317
  28. Index 323
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