Marking the fiftieth anniversary of two of the most influential books in modern educational and social theory, Rethinking Freire and Illich introduces readers to the results of the symposium of Paulo Freire’s Pedagogy of the Oppressed and Ivan Illich’s Deschooling Society. The collection uniquely analyses Freire and Illich together, although not in a comparative way. It acknowledges that both Freire and Illich led in different ways to a new approach to perceiving and understanding the concept of liberation as a human condition, while also presenting current criticisms of their work from a gendered perspective and by Indigenous scholars in the US and Canada.
Drawing on contributions from historians of education, theologians, digital experts, and philosophers of education, the book offers a historical analysis using extensive primary sources and an originality of topics. It introduces the ways in which the current generation reads the overall works of Freire and Illich in the search for a reconstructed democratic education. As a result, Rethinking Freire and Illich presents Freire and Illich in light of contemporary issues in this generation, and offers renewed searches for a good and just life and a reconstructed democratic education.
Table of Contents:
Introduction
Rosa Bruno-Jofré, Michael Attridge, and Jon Igelmo Zaldivar
Part I: Historical Framework
1. Pedagogy of the Oppressed and Deschooling Society in the Long 1960s: A Contextualization
Rosa Bruno-Jofré and Jon Igelmo
Part II: Theological Intersections in Freire’s Work and Their Impact on Catholicism
2. The Reception of Paulo Freire at the Second Episcopal Conference of Latin America (CELAM II) in 1968
Michael Attridge
3. Paulo Freire and the Jesuit Intellectual and Educational World in Chile (1964–1969): A Collateral and Indirect Relationship
Cristobal Madero
4. Lonergan and Freire: An Initial Conversation
Darren Dias
5. "The Wolf Shall Dwell with the Lamb": Traces of Prophetic Judaism in the Concept of Love in Pedagogy of the Oppressed
Gonzalo Jover and David Luque
6. Sisters of Our Lady of the Missions (RNDM) and Paulo Freire: Weaving a Web of Life
Veronica Dunne
Part III: Freire and Illich and Contemporary Critical Issues in Education
7. Ivan Illich, Gender, and Energy
R.W. Sandwell
8. Building Convivial Educational Tools in the Twenty-First Century
Ana Jofre, Kristina Boylan, and Ibrahim Yucel
9. In Support of Critical Thinking Education: Praxis and Dialogue in Digital Learning
Ina Ghita
10. The Ideas of Ivan Illich in the History of the Homeschooling/Unschooling Movement and His Intellectual Relationship with John Holt
Jon Igelmo Zaldívar and Patricia Quiroga Uceda
11. "The Time Has Come to Make the World Safe from Lifelong Education": John Ohliger, Ivan Illich, and Mandatory Continuing Education
Josh Cole
Part IV: Freire and Illich and Indigeneity
12. From Nutrix Educat to Ju-jum dakim: A Possible Resolution for Ivan Illich’s Forsaken Ritual
Chris Beeman
13. Reading Pedagogy of the Oppressed through the Lens of Indigenous Education: Reflections on Overlaps, Departures, and Social Developments
Lindsay A. Morcom
Part V: Freire in Attempts at Transformation in Asia in the Last Decades
14. An Historical Analysis of the Application of Paulo Freire’s Critical Literacy in the Design of the Rural Advancement Committee’s (BRAC) Functional Education Curriculum in Bangladesh from 1972 to 1981
Mohammad Fateh
15. The Influence and Legacy of Freire’s Ideas on Adult Literacy in Post-New War Timor-Leste
Tom O’Donoghue
Part VI
Epilogue: From Theory to Practice and Back Again
James Scott Johnston
Artist’s Statement
Alan Wilkinson
About the Author :
Rosa Bruno-Jofré is a professor in the Faculty of Education cross-appointed to the Department of History at Queen's University and a Fellow of the Royal Society of Canada in the Humanities and Social Sciences.
Michael Attridge teaches historical and systematic theology at the Toronto School of Theology.
Jon Igelmo Zaldivar is an associate professor in the Faculty of Education at the Complutense University of Madrid.
