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dc.contributor.authorStraubhaar, Rolf
dc.date.accessioned2019-07-16T15:01:19Z
dc.date.available2019-07-16T15:01:19Z
dc.date.issued2013
dc.identifier.citationStraubhaar, R. (2013). Pushing Oneself Toward Critical Consciousness: A Self-Study of a Freirean Educator. InterActions: UCLA Journal of Education and Information Studies, 9(2),
dc.identifier.issn1548-3320
dc.identifier.urihttps://digital.library.txstate.edu/handle/10877/8310
dc.descriptionThis is the accepted manuscript version of an article published in InterActions: UCLA Journal of Education and Information Studies.
dc.description.abstractUsing a self-study methodology to illustrate the ways in which educational institutions can be socially reproductive, hegemonic, and oppressive, the essayist reflects upon his experiences as an elementary school teacher in the United States and as a researcher and adult literacy instructor in Brazil and Mozambique. Drawing upon his own experience engaging with Paulo Freire’s writings through autobiographical storytelling, he argues that Freire’s pedagogical models and theories provide a productive (albeit difficult) path for how to challenge unjust educational systems. The essay closes by arguing that while Freirean pedagogy may be difficult to imagine or implement on a large scale, the writings of Paulo Freire provide a framework wherein educators as individuals can push themselves and their students towards Freire’s notion of critical consciousness.en_US
dc.formatText
dc.format.extent24 pages
dc.format.medium1 file (.pdf)
dc.language.isoen_USen_US
dc.publisherUniversity of Californiaen_US
dc.sourceInterActions: UCLA Journal of Education and Information Studies, 2013, Vol. 9, No. 2.
dc.source.urihttps://escholarship.org/uc/item/9fq7d98p
dc.subjectPedagogy
dc.subjectFreire, Paulo
dc.subjectEducation
dc.subjectTeaching
dc.subjectCritical consciousness
dc.titlePushing Oneself Toward Critical Consciousness: A Self-Study of a Freirean Educatoren_US
txstate.documenttypeArticleen_US
txstate.departmentCounseling, Leadership, Adult Education, and School Psychology


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