Liberation Theology and Liberatory Pedagogies: Renewing the Dialogue

Autor/in	Stenberg, Shari J.
Titel	Liberation Theology and Liberatory Pedagogies: Renewing the Dialogue
Quelle	In: College English, 68 (2006) 3, S.271-290 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0010-0994
Schlagwörter	Stellungnahme; Critical Theory; Philosophy; Religious Factors; Beliefs; Marxian Analysis; Catholics; Christianity; United States + Suchen Sie Ihr Suchwort? Kritische Theorie; Philosophie; Belief; Glaube; Marxism; Marxismus; Katholik; Christentum; USA
Abstract	In this essay, the author argues that the potential for achieving the goals of critical pedagogy would be enriched if teachers had a fuller understanding of the ties between critical pedagogy and Christian liberation theology. While many are familiar with Paulo Freire's roots in Marxism, the fact that his vision of praxis and conscientization relies as much upon Catholicism and liberation theology is often overlooked in critical pedagogy discourse. However, because of the deep chasm between intellectualism and spirituality, many of the values from which Freire wrote have been severed from critical pedagogy discourse in the United States--a split that the author contends, limits the potential of effectiveness of critical pedagogy's work. In this article, the author offers a brief examination of why the distinction emerged--and endures--in the first place, and examines how critical pedagogy could benefit from placing the goals of the prophetic tradition in dialogue with critical pedagogy. She demonstrates how key tenets of the prophetic tradition of liberation theology could complement critical pedagogy, offering examples of what it might look like to place these traditions (back) in dialogue. (Contains 1 note.) (ERIC).
Anmerkungen	National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10