We Make the Road by Walking: Conversations on Education and Social Change

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Temple University Press, 1990 - Education - 256 pages
3 Reviews
This dialogue between two of the most prominent thinkers on social change in the twentieth century was certainly a meeting of giants. Throughout their highly personal conversations recorded here, Horton and Freire discuss the nature of social change and empowerment and their individual literacy campaigns.
 

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User Review  - EllsbethB - LibraryThing

This book was an intriguing read that sometimes reinforced my philosophy on education and sometimes challenged it. Published in 1990, the ideas discussed are still very relevant to current events both in and outside the realm of education. I appreciated the cognitive dissonance. Read full review

We make the road by walking: conversations on education and social change

User Review  - Not Available - Book Verdict

Horton, the recently deceased founder of the Highlander Folk School, and Freire, a Brazilian education leader, were from two different backgrounds, but their shared views on the use of participatory ... Read full review

Contents

We make the road by walking
3
Formative Years
9
Ideas
97
charismatic leaders
109
The difference between education
115
My expertise is in knowing not to be
128
Educational Practice
145
Education and Social Change
199
Reflections
227
Index
251
Copyright

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About the author (1990)

Paulo Freire is one of the most widely read educational philosophers and practitioners in the world today, except in the United States, where he remains relatively unknown to many in the educational community as well as the general public. Freire received international acclaim and notoriety with his first and best-known work, Pedagogy of the Oppressed, first published in English in 1970. His teachings draw much of their inspiration from a Marxist critique of society; for this reason he was forced into exile from his native Brazil in 1964, and his works were banned in many developing nations. His pedagogy for adult literacy has been implemented successfully in several African nations and has been the basis for literacy crusades in Nicaragua and other Latin American countries. His philosophical approach to education forms the basis for much of the critical theory work in education now taking place in the United States, Europe, and developing nations.

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