Liberation Education

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As liberation pedagogy is a Domination critical theory of education and training referred to by children and adolescents. In Spanish-speaking countries, the term educación popular is often used in practice . In the area of ​​theoretical directions in pedagogy , liberation pedagogy is one of the most politically shaped theories.

approach

Liberation education has its roots in Marxism and Christianity . Their representatives see humanity born to a life of happiness and without domination. This is countered by capitalism around the world with its inevitable effects of reification , alienation and exclusion.

In children and adolescents , but above all in adults who study together, liberation educators want to awaken the awareness that phenomena of exclusion and reification are man-made as instruments for securing privileges. This means that they can be changed historically and can also be overcome by humans. From this awareness, the liberation educators ultimately want to develop the ability of their addressees to overcome the systems of rule and thus work towards social change.

Representative

Theorists of liberation education are above all Paulo Freire and Heinz-Joachim Heydorn . Freire first used the terms pedagogy of the oppressed , later pedagogy of hope and pedagogy of autonomy. The practitioners were Augusto Boal and many practitioners of the theater of the oppressed .

In Germany, Freire's approach was mainly represented by Ernst Lange , who also translated Freire's main work Pedagogy of the Oppressed (1970) into German. Freire and Lange had worked together at the World Council of Churches in Geneva, where Freire had long been an advisor on educational matters.

See also

Web links

Individual evidence

  1. ^ Norbert Mette , Hermann Steinkamp : (Creative) Reception of Liberation Theology in Practical Theology. In: Raúl Fornet-Betancourt (ed.): Liberation theology. Critical review and perspectives for the future. Volume 3: Reception in German-speaking countries. Matthias-Grünewald-Verlag, Mainz 1997, ISBN 3-7867-1956-X , pp. 9-25, here p. 12.