id	author	title	date	pages	extension	mime	words	sentence	flesch	summary	cache	txt
dpj1-578	Svensson, Fredrik	The (Im)possibility of Education: Theory and Method in Paolo Freire’s Pedagogy of the Oppressed and Gayatri Spivak’s Righting Wrongs	2024	15	.pdf	application/pdf	10141	384	50	Vol. 12 No. 1 (2024) A1 The (Im)possibility of Education: Theory and Method in Paolo Freire’s Pedagogy of the Oppressed and Gayatri Spivak’s Righting Wrongs Fredrik Svensson Gävle University, Sweden Abstract Postcolonial critics Paulo Freire (1921–1997) and Gayatri Chakravorty Spivak (1942–) have both made attempts at offering pedagogical formulas that take into account the student’s experiences in order to oust oppressive tendencies from the classroom, and at first glance, many of their ideas seem close to identical: Freire speaks dismissively of “banking” education (75), and Spivak rejects rote learning (“Righting” 551); Freire argues that a reconciliation of the teacher-student contradiction is a prerequisite for proper education (all participants need to be “teachers and students” simultaneously [53]), and Spivak exhorts the educator to “learn to learn from below” (548). Postcolonial critics Paulo Freire (1921–1997) and Gayatri Chakravorty Spivak (1942–) have both made attempts at offering pedagogical formulas that take into account the student’s ‘reality’ in order to oust oppressive tendencies from the classroom, and at first glance, many of their ideas seem close to identical: Freire speaks dismissively of “banking” education (75), and Spivak rejects rote learning (“Righting” 551); Freire argues that a reconciliation of the teacher-student contradiction is a prerequisite for proper education (all participants need to be “teachers and students” simultaneously [53]), and Spivak exhorts the educator to “learn to learn from below” (548).	cache/dpj1-578.pdf	txt/dpj1-578.txt