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Freire, Paulo

Paulo Freire (1921–1997) reconstructed what it meant to be an educator and through his work helped to establish new forms of research and practices in the field of curriculum studies. Freire convincingly argued that educators cannot be viewed as technicians, functionaries carrying out the instructions of others. Teachers in the Freirean sense are learned scholars, community researchers, moral agents, philosophers, cultural workers, and political insurgents. Freire maintained that teaching was a political act and that educators should embrace this dimension of their work and should position social, cultural, economic, political, and philosophical critiques of dominant power at the heart of the curriculum. His notion of critical praxis, characterized as informed action, demanded curricular and instructional strategies that produced not only better learning climates, but also ...

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