Journal article
Is Teaching for Social Justice Undemocratic?
Harvard educational review, Vol.77(4), pp.442-473
12/01/2007
DOI: 10.17763/haer.77.4.hm13020523406485
Abstract
In this article, Eric Freedman examines the extent to which critical pedagogy can be considered a democratic form of education. Comparing Paulo Freire's notion of dialogue to Jürgen Habermas's "ideal speech situation," Freedman argues that such dialogue cannot realistically occur in educational situations where the teacher remains in an institutionalized position of power. This argument opens critical pedagogy to the charge of indoctrination. The author thus proposes three ways to align the practice more closely with democratic principles. The first is to employ a democratic procedure to develop school curriculum whenever possible. The second is to present multiple, competing positions on each social issue students are to discuss. Freedman's final suggestion is to train students in a method of analyzing these competing positions that helps shed light on the causes of social inequalities.
Details
- Title: Subtitle
- Is Teaching for Social Justice Undemocratic?
- Creators
- ERIC Freedman - University of Wisconsin–Madison
- Resource Type
- Journal article
- Publication Details
- Harvard educational review, Vol.77(4), pp.442-473
- DOI
- 10.17763/haer.77.4.hm13020523406485
- ISSN
- 0017-8055
- eISSN
- 1943-5045
- Language
- English
- Date published
- 12/01/2007
- Academic Unit
- Psychological and Quantitative Foundations; Teaching and Learning
- Record Identifier
- 9984371088302771
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