Abstract
In this paper I draw apart two different contexts of Freirean pedagogical practice that I label interactional and institutional. The interactional refers to the immediate learning environment with relation to the interaction between the students and the teacher. In contrast, the institutional refers to how the institutions of education are managed, constructed, and organised and how they relate to the individuals those institutions are composed of. I begin by presenting a brief overview of Freire’s argument in favour of a revolutionary pedagogy. I then highlight how this project is represented at both interactional and institutional levels with a particular focus upon the practice of the revolutionary leaders and their role in the development of the humanisation of the oppressed. In presenting the interactional and institutional elements of Freire’s pedagogy separately the tension between the individual and the state is made plain and the limitations of his politico-educational project are drawn out. I argue that due to an inconsistent application of the relationship between means and ends in Freire’s politico-educational project an incoherence between the interactional and institutional levels of education is highlighted. In responding to this limitation of Freire’s politico-educational project with a thoroughly interconnected relationship of means and ends I show that there remains a necessary conflict between the interests of the individual and the state. As a result of this a door is opened for the development of an argument in favour of the disestablishment of education and state from a Freirean perspective.
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Notes
There does exist a theoretical thread between the works of Freire and Dewey. However, this thread is little explored. Muraro (2013) offers a rare and insightful exposition of the connection between these two great pedagogical giants.
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Wilcock, N. The Incoherence of the Interactional and Institutional Within Freire’s Politico-Educational Project. Stud Philos Educ 39, 399–414 (2020). https://doi.org/10.1007/s11217-020-09714-z
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DOI: https://doi.org/10.1007/s11217-020-09714-z