Journal of Pedagogy, Pluralism, and Practice

Publication Date

Summer 2008


University-level scholars in North American and European often claim that they are committed to helping their students become active in social justice concerns. Paulo Freire’s book, The Pedagogy of the Oppressed, claims however that most educational models among the world’s privileged and elite share some complicity in the maintenance of an unjust status-quo of oppression. This article will focus on how Freirean ideas can be applied to students of privilege in order to move them from ignorance, guilty remorse, or paternalistic activism vis-à-vis the world’s oppressed towards a respectful, dialogical inter-relationship.



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