State University of Sheffield

Dr. Linda Fae Rhone

Verification Department:

Email Address: verification@sheffieldstateuniversity.com

Graduate ID: B202977C0FC07E1

Spring 2003

Select American Educators' Responses to the Work of Paulo Freire Published in English 

during (1970s-1990s): 

Learning and Teaching for Social Justice

by

Linda F. Rhone

A dissertation submitted in partial fulfillment of the requirements for the degree of

Doctor of Philosophy (PhD)

Accrediting Commission of International Colleges and Universities (ACICU)

State University of Sheffield

Sheffield, Ohio

May 2003

Dissertation Chair: Dr. Tan Kok Siang

Reader: Dr. Rodney Erickson

Reader: Vice President Mr. David Hawkins

Table of Contents

Chapter 1 Introduction

A Review of Paulo Freire's Life and Work 

Chapter 2  What were the emerging themes in Freire’s work published in English during the 1970s?

   How did educators respond to themes of Freire’s work published in the 1970s?

Chapter 3  What remained steady and what changed in Freire’s work published in English during the 1980s?

   How did educators respond to themes of Freire’s work published in the 1980s?

Chapter 4 What remained steady and what changed in Freire’s work published in English during the 1990s?  

  How did educators respond to themes of Freire’s work published in the 1990s? 

      Chapter 5 Conclusion and Brief Discussion 

____________________________________________________________________________________________

Chapter One

Introduction

A REVIEW OF PAULO FREIRE’S LIFE AND WORK

Who was Paulo Freire?

Paulo Freire (1921-1997), born in Recife, Brazil, a world educator, was known best for his ideas of empowering adult 

through literacy and consciousness raising education.  He also advocated the importance of culturally relevant teaching for all learners.  According to Freire, culturally relevant and conscious raising education is education that unveils the learner’s oppression-whether it is caused by poverty, gender, or race--that prevents one from becoming fully human.  He believed that when education does not speak to a learner’s plight of oppression, then it is not authentic and only perpetuates the status quo (Collins, 1998).

In his autobiography, written to his niece as Letters to Cristina: Reflections on my life and work  (1994), Freire gave 

what can be considered one of the most detailed and chronicled accounts of his life as a child, adolescent, and young and mature adult political educator. Filled with accounts of his earlier life, he revisits and rethinks many of his earlier thoughts and explanations of his political work. Freire described his family’s economic status as on the lower end of middle-class.  Before he was in formal schooling, he had begun learning to sound and construct letters in the dirt.  His back yard became a special place for Freire to make letters under a Mango Tree  (Freire, 1994). At age six, Freire had his first experience with a teacher, other than his parents, named Eunice Vasconcleos.  In a small private school, she taught Freire how to continue building upon his letters and sounds. He wrote about his experience learning with Vasconcleos with joyous memories (Freire, 1994).

Life in Jaboatao

Freire’s world changed completely during the years of the depression, especially during the early 1930s.   His family, 

like many families in Brazil and around the world, suffered a great deal financially.  In 1932, when Freire was twelve, his life began changing in ways that would guide the rest of his life as Brazilian political educator (Freire, 1996). In 1932, Freire and his family moved to Jaboatao, approximately twelve miles outside of Recife.

Unfortunately, Freire’s father died in 1934 causing Freire to spend some time out of formal schooling. After being 

forced to put off formal schooling for a while, due to family financial difficulties, Freire used this time to study philosophy and structuralism by reading books.  At this same time he spent time interacting with working class and rural children. Through his interaction with working class and rural children, he began understanding their grammatical patterns. Upon re-entering school, Freire would attend the Oswaldo Cruz High School, on scholarship; his age was eleven years old.  For some time, during this period, Freire, explained that he sat in the classroom wanting to learn but too hungry to focus.  His brother had to begin working in order to feed the family adequately. Freire reflected on those years and counted them as the years and in which his social condition kept him from learning adequately (Gadotti, 1994).

Ana Freire chronicles her father’s  formal schooling after his first years with his parents and a private school in Recife. Ana wrote,

The secondary course systematized in 1932, to which Freire refers, set up two  instructional ‘cycles.’  The First Cycle, called the Fundamental Cycle, was a five school-year course, and enrolled pupils of both sexes beginning at the age of eleven, upon successful completion of quite a rigorous admissions examination covering carefully selected material. 

The Second Cycle, which was ‘college preparatory,’ was two school years long, and was called the Complementary Cycle.  Successful completion of the Fundamental Cycle was a prerequisite for enrollment in the Complementary Cycle.

The Complementary Cycle was subdivided into three “sessions,” in function of the particular “major” the individual high schooler proposed to pursue at the university after successful completion of this Second Cycle.  The three sessions, in both public and private high schools, all to be modeled on Colegio Pedro II-the official model for all secondary-education institutions in the country-comprised curricula in, respectively, pre-law, pre-medicine, and pre-engineering.

As there was as yet no “normal” training for teachers at this time-university-level courses in education-all students inclining to a formation in the area of the human sciences, or envisaging a career in secondary education, were required to complete the  “Pre-Law Secondary Cycle,” after which they would matriculate in a School of Law. This is what Freire did.  Having no clear idea, as yet when he enrolled in the Recife Faculty of Law, in 1943, of becoming an educator, let along in 1941 when he began pre-law, still, he felt and knew that he wanted to be as close as possible to human problems (Freire, 1997, p. 210-211).

In summary, Freire’s education beyond his backyard “classroom” and his private school experience was five years for 

the foundational phase (basics), and the next two years would be considered the  “Complementary Cycle” designed to prepare students for college.  Desiring to become a teacher but having only one track to take, Freire exemplified competence and commitment to educating learners, so pre-law was the designed track for his field (Freire, 1997).

An explanation of the character of Director of Colegia Oswaldo  Cruz High school and his criteria for selecting teachers was described in this word, the author wrote, 

As director (as well as Latin, Portuguese, and French teacher), Aluizio associated experienced professionals with himself from the various fields of knowledge. 

Yet he always welcomed the contribution of young, new teachers, as well.  Paulo Freire is one of many examples. It was at Oswaldo Cruz that Paulo began his work as a teacher of Portuguese.  Aluizio’s criterion for the selection of teachers was their professional competency, plus their serious dedication to the act of 

educating (Freire, 1997, p. 207).

Jaboatao did not have a high school so Freire commuted back to Recife to attend Colegia Oswaldo Cruz High School. 

During his early years in high school, he worked as a teacher/tutor teaching Portuguese to students of wealthy backgrounds (Freire, 1994). During the nine-year period that Freire and his family were in Jaboatao (1932-1941), he was able to compare the, once, middle-class socialization he received with the working-class socialization he received at that time.  Central to this period was Freire’s chance to learn the “grammar” or the language used by poor rural children and children of factory workers.  And he would learn the authoritarian ways of parenting and teaching they experienced. Most rural and working-class children did not enjoy the privilege of using their voices to question either parents or teachers (Freire, 1996).

    According to Freire, his upbringing was very different from working class and rural children in that he had done what he was told by his parents not because he feared corporal punishment, but because he respected their authority.  He had been allowed to question his parents on the decisions they made without being perceived as disrespectful. This left a lasting impression on Freire. His father had respected dialogue and encouraged it within the family. Freire missed his relationship with his father, after he death in 1934, but he continued to cherish and value the importance of dialogue and questioning that his father taught him (Freire, 1996).

Return to Recife

  Freire and his family returned to Recife, Brazil, in 1941, he was twenty years old. In 1944 Freire married for the first time, a teacher he described as genuine, compassionate and decided to learners, Elza.  At that time, he began to self-study both Brazilian and Portuguese grammarians through old books and specialized journals (Freire, 1996). 

By 1947 he was involved in a number of projects, including the Social Educational Service Industry (SESI) where Freire worked in the branch of education for social change.  This work will be discussed in more detail throughout this study. He had begun his teaching career earlier while at Colegia Oswaldo  Cruz High School, so SESI was his second opportunity to demonstrate his competence and a commitment to educating learners (Freire, 1996).

Freire explained his decision to accept the invitation to SESI,

In 1947 I was teaching Portuguese at Colegia Oswaldo Cruz, the same school where I had completed my secondary education and, also, as a special favor of the school’s director, Dr. Aluizio Pessoa de Araujo, my preparatory course for law school.  It is at that time that I received the invitation to become part of the recently created Industrial Social Service, SESI, the Regional Department of Pernambuco, set up by the National Industrial Confederation and given legal status by presidential decree (Freire, 1997, p. 13).

Back to Freire’s work, research, and roles at SESI, though he had several roles, as director of the educational branch of SESI, Freire was aware of his own anti-elitist politics so he began to develop his philosophy of education.  Because he had interacted with wealthy children at Oswaldo High, teaching Portuguese, and he had interacted with rural and working-class children, in Jaboatao, taking it upon himself to understand their grammar and language patterns, Freire felt capable of understanding the differences between the grammar and language of the rural and working class children and that of the dominant-class children (Freire, 1996).

  According to Freire, the implicit goal of SESI was to disillusion rural and working-class children and parents, not to educate them.  His concern led to finding ways to help the rural and working-class avoid being misled by “idealistic” educational practices and, instead, to develop a critical awareness so they could establish their own identities.  Again, Freire had begun studied the language and perspective of rural and urban-class children during his childhood, even then, he had rebelled very early against any notion of being educated by pure memorization.  He could see its ineffectiveness (Freire, 1996).

Therefore, he was quite passionate about changing educational practices at SESI. He first effort to democratize

education among all involved in SESI by studying the relationships among learners, parents, and teachers.  Freire observed, right away, how hierarchical relations that alienated these groups from each other and prohibited authentic dialogue nurturing a respectful relationship. He discusses his research of these relationships, results, and recommendations in a later work discussed in this study (Freire, 1996).

         Central to the act of teaching in Brazil during this period of time was the ABC primer.  Freire was not totally opposed to the use of the ABC primer to introduce students to syllables and families of words; however, he believed that the content used to teach students to read and write should come from their own lived reality.  His argument was that there were vast cultural differences between those that created the primers and taught from them and the children who were to learn from them.  Freire became further inspired to begin developing his unique framework for teaching children and adults to read and write.  He based his literacy and conscious raising framework of education on the lived reality of the learners, which changed the teacher’s role to facilitator of student learning. The ultimate goal of Freire’s framework was not to build a false narrow identity for rural and working class students, but to teach them to read, write, and develop consciousness (Freire, 1996).

       Freire then moved from studying the relationships among learners, parents, and teachers to studying the relationships among administrators, janitors, teachers, and other official staff.  His goals for them were virtually the same as those he advocated for classroom teachers.  He wanted to create a learning environment that invited the voices of teachers, parents, official staff, janitors and administrators to be heard.  He also wanted each to be aware of what the others thoughts and perceptions of the day-to-day educational process.  In other words, how other individuals experienced their day-to-day lived reality. Freire believed that in order to learn to construct a democratic environment, one had to participate in one.  He believed this experience to be effective in understanding and nurturing humane treatment that everyone would received in such an environment (Freire, 1996).

   SESI is where Freire would spend ten years of his life in various capacities of education (1947-1957) after which he would spend time in Adult Education.  Before 1960, it is clear that Freire’s work in both social service-SESI and in Adult Education were recognized. As written in Pedagogy of hope: Reliving pedagogy of the oppressed  (1997), his work was well respected,

The ‘Theme Three Report’ he developed, which was presented by the Pernambuco Commission, and then included as well in the Second National Congress of Adult Education, held in Rio de Janiero, July 6-16, 1958 (p. 235).

It is believed that Freire was entered into the history of Brazilian education at this time.  His thoughts, to revolutionize learning to become education instead of indoctrination, in the “Theme Three Report” were considered revolutionary and very important to development of Adult Education (Freire, 1997).

             A description of the “Theme Three Report” not published in English is as follows,

The Theme Three Report, whose subject, as proposed by the Ministry of Education, which scheduled and sponsored the event, was: ‘The Education of Adults and Marginal Populations: Favelas, Mocambo, ‘Beehives,’ Foreign Enclaves, and So On.’ In an all together new pedagogical language, most progressive and innovative for the era, Paulo Freire proposed that the education of adults in the zones of the mocambos (shacks hidden in the woods, constructed of thatched Brazil satintail and clay and covered with dried coconut straw) ought to be based on students’ awareness of the reality of their everyday lives, and must never be reduced to simple mechanical, uncommitted literacy.  The content, then, ought to arise out of that experience and that reality (p. 236).

        It is shortly after his work with adult peasants and writing of the “Theme Report” that he modified his framework and used a different lens to discuss the public school system in Brazil and its inability to effect change due to the irrelevant text and use of dominating ideologies that prohibited children, of different cultural background than the dominant-culture from appreciating their own cultural reality.

         Moacir Gadotti (1994) used a less sophisticated language, than is used in many works about Freire, to explain the transition in Freire’s life from SESI worker to University of Recife worker.  He wrote,

Paulo Freire was one of the founders of the Cultural Extension Service of the University of Recife and was its 

first director.  From this experience he made his first studies of a new method of teaching adult literacy, which he   

demonstrated in 1958 at the Regional Preparatory Seminar in Pernambuco under the title ‘Adult Education and  

Marginal Populations:         

The Problem of the Mocambos (slums in the Northeast of Brazil).’

                In 1959 Paulo Freire wrote ‘Present-day Education in Brazil,’ which was his thesis with which he competed for the                     chair of History and Philosophy of Education in the School of Fine 

                Arts of Recife.  This thesis gave him his Ph.D. (p.  8).

Freire’s new lens of teaching for social change would be focused on children in the second part of the 1950s. 

Gadotti wrote,

Through his teaching and writing, Freire wanted most for learners to understand their rights and capabilities as human beings to change their lived realities. This is evident in all of his written work from 1959 to present.  In the Brazilian context, Freire blamed the ineffectiveness of the schools for why so many children were not provided the opportunity to experience true democracy.  He believed that a person taught to learn another culture and ignore his or her own is being oppressed.  Further, Freire described this oppression as affecting the oppressor, in this case teacher, who had not been trained to appreciate the culture the learner brings to the classroom.  Therefore the teacher takes on the role of a deliverer of knowledge.  Freire calls this the “all knowing” teacher (Gadotti, 1994). 

While at SESI, Freire also became involved in the establishment of the Movement for Popular Culture (MCP) of 

Recife. At this time, his also studied popular and erudite language.  The latter he originated while he was in his first teaching experience as a Portuguese at Colegia Oswaldo High School (Gadotti, 1994).

         From the time Freire left SESI in 1957, leading up to the completion of his dissertation in 1959, he began thinking through and working to establish MCP.  MCP was established in May of 1960, the movement’s mission is written in letter twelve in Letters to Cristina: Reflections on my life and work (1996). 

Freire continued his explanation of MCP, he stated,

Germano had recently arrived from Paris, where he had been conducting graduate studies at the Sorbonne.  It was there that he met Joffre Dumazidier, the renowned French sociologist, who was then the president of the Movement Peuple et Culture and whose work was influenced Germano.  Peuple et Culture inspired the creation of MCP, which still maintained it radically Northeast Brazilian identity (Freire, 1996, p.  110).

     Freire has been careful to point out, mainly in his dialogue books, that working within the structure of k-12 classrooms, school districts, and conservative universities, usually, does not allow any educator to structure an educational enterprise such as the follow, he wrote;

Germano Coelho’s proposal, which was accepted with minor corrections, called for the creation of a movement instead of an institute or organization of popular education and culture.  The idea of a movement suggested a process of coming to be, of change, and of mobility.

             The men and women who came to be involved with the movement were partners, companions in the same adventure,       the same project, and not just technicians or specialists.

Even though it was never imposed on anyone who joined the movement, there was a condition for anyone who intended to remain to member: to dream about the transformation of Brazilian society and to fight for that dream (Freire, 1996, p. 110).

   In order to better understand the goals of the MCP movement, it is important to have knowledge of the mission statement created at the time of its establishment. The status report published in the government bulletin of Pernambuco in September of 1961 has several parts, for the purpose of this study, only the first part will be used to explain the gist of MCP’s mission;

1.  to promote and stimulate, with the help of the private and public powers, the education of children and adults; 2.  to pay attention to the fundamental objective of education, which is to develop all of the aspects of the human being through integral education on a communitarian basis, including, according to the constitution, optional religious education; 3. to promote the peoples’ cultural level by preparing them for life and work; 4. to collaborate for the betterment of the material level of the peoples through specialized education; 5.  to form departments designed to interpret, systematize, and transmit the multiple aspects of popular culture (Diary of the MCP, vol. 49

[Recife: Foundation of the Culture of Recife, 1986], pp. 56-57).  (p. 228)

  The MCP would be short lived but Freire explained it as a well thought out endeavor that exemplified the elements he 

and collaborators felt were democratic, designed by empowered people to empower, learners through education.  In other words, education that would transform the lives of those who worked as leaders and those who were learners (Freire, 1996).

Freire’s work at MCP was progressive but not as long lasting as he and other directors would have liked.  However, Freire believed there was still information about such a movement to be revealed (Freire, 1996).

Freire wrote,

I believe also that MCP still awaits objective study-which cannot be done by denying the subjectivity of whomever does it-and historical analysis that goes further than essays like this one, which is eminently impressionist (Freire, 1996, p. 131).

             In Freire’s next, he continued to reach out to excluded populations, populations, was in the Cultural Extension Service (SEC). The SEC program was a part of the University of Recife a vision that came from President Dr. Joao Alfredo Goncalves da Costa Lima’s and Paulo Freire (Freire, 1996).  

Freire wrote,

I met him at SESI when he headed the Division of Health and I headed the Division of Education and Culture.  Long before he became president, when he was still vice-president, we talked about the possibility of breaking though the university’s walls and extending its presence into nonacademic areas among such schooled populations as pre-college students and public school teachers; and extending it to potential clientele in popular areas-for example, offering educational programs with union leaders or (why not?) facing challenges like illiteracy.  The importance of the Federal University of Pernambuco in Northeast Brazil contributing to the permanent development of elementary and secondary teachers in the state (or at least in the surrounding towns of the so-called Greater Recife), as well as participating in popular education (beginning with literacy itself) was something that we believed was the essence of a university’s mission and did not undermine its rigor in teaching and research (Freire, 1996,  p. 131).

             Freire had believed for some time, since the beginning of this education career, that educational institutions have an obligation to address as many social ills around them as possible.  It was his efforts that begin changing the direction of the educational branch of SESI when he discovered how some children were being privileged while others left in their impoverished and psychologically alienated predicament.  His words describe how he felt about the university’s obligation, he stated,

         If the university context is high rates of illiteracy, with underprepared basic education teachers, the university cannot refuse to improve the situation. For exactly that  reason, from June 1963 until April 1964, when a coup d’etat was staged against us, the SEC of the University of Recife participated directly in the work carried out by the National Literacy Program (PNA), under the responsibility of the Ministry for Education and Culture. Due to lack of time, we didn’t get to initiate any efforts in educating public basic education teacher.  The SEC has a very short-lived existence, less than two years, and the directors who followed us had no reason to share our dreams or

understanding of the university’s role (p. 134).

           Freire efforts seem not far away from the efforts of American public schools and teacher education during the 1980s after realizing the crises American education was in.  Ana Freire, Paulo Freire’s daughter, and longtime colleague, Donaldo Macedo wrote in the introduction to The Paulo Freire reader (1998) the facts about the U.S. 1980s Reagan era.

 They wrote,

The Reagan era educational legacy can be best characterized by an unrelenting assault on schools and public schoolteachers.  Reactionary educators and political pundits all jumped on the bandwagon to blame public schools and public schoolteachers for the unacceptably high dropout rates, particularly in urban school, for producing graduates who are semiliterates, and for the general failure that has made public schools moribund and teachers who are not able to pass state mandate standards tests.  For example, in Massachusetts, ‘59 percent of 1,800 education students taking first ever certification exams in April have vailed’ (Ebbert, 1998, p. B1).  While there has been a cacophony of assaults on public schools and public school teachers, reactionary educators and politicians have conspicuously failed to recognize a fundamental issue (Freire & Macedo,  1998  p. 1).

The Chairman of the Massachusetts State Board of Education, James Carlin, warned that he would not allow anyone 

to use much used educational rhetorical or defensiveness to get our of answering the question: Who trained teachers in the United States? It appears that he got just what he has warned that he would not accept or tolerate (Freire & Macedo, 1998).

Though the circumstances are not identical, it is clear that the American Schools of Education have had to ask themselves an important question: how can we expand our role to better service the children, teachers, and educators of America?  The crisis has not been remedied but there have a number of effective approaches used that will be discussed later in this study.

Back to Freire and his work at SEC, he spent two years (1962-1964) working with (SEC) at the Federal University of Pernambuco, later called University of Recife.  Even though SEC had a very short-lived existence, less than two years, it brought into existence several major projects outside the university.  One of the main projects was the adult literacy initiative in Angicos.  SEC made an agreement with the state government in Rio Grande do Norte that opened the door for the adult literacy initiative (Freire, 1996).

             In many of Freire’s works about him, the Angico’s urban study has been discussed.  Perhaps Freire’s words can help bring understanding to this study, he wrote,

The university’s leadership’s responsibility would be to select the twenty candidates who would participate in the educational program, which would be followed by field activities. Ideally, the study of Angicos’s urban environment, 

its rural surroundings, and its vocabulary would give us our theme. The choice of generative words and the creation of codifications would constitute the first stage of the educational program.  That way, the future educators would have learned by doing, freeing themselves from the practice of their theory. We had three hundred learners in Angicos, literacy learners distributed among fifteen cultural circles set up in rooms in schools or houses around the city (Freire, 1996, p. 140-141)

In chapter three of this study, Freire adds more detail to the results of this study in Letters to Cristina: Reflections of my 

life and work  (1996).  He discusses it in the context of when it took place, results, and his visit back to the site with his daughter, Ana Maria Nita Freire; Professor Moacir Gadotti, from the University of Sao Paulo; and Professor Carlos Torres, from the University of California in Los Angeles (Freire, 1996).

            Freire’s framework for teaching was structured to have democratizing education and abandoning robotic, mechanistic, irrelevant methods for teaching illiterate peasants to read and write as it main objective. This eventually led Brazilian government officials to put him in jail and later send him into exile in 1964.  The Brazilian government feared that peasants, taught using Freire’s framework, would not be willing to remain in a state of passivity.  Cultural circles would nurture voice in illiterate peasants and teach them to them to read their world and the word.  No longer passive, many might feel competent enough to participate in the political system in order to transform their impoverished plight (Freire, 1995).

            For many years, Freire’s voice was heard in Latin America and now it echoes in many places in the First World, where intellectuals and teachers have found his work relevant to their efforts.  A number of educators, as this study will demonstrate, found his work unique and effective at reaching learners historically marginalized, relegated to “special” classes and not considered intelligent, particularly in K-12 settings.

             Freire first three English essays in Cultural action for freedom (1975), where originally published in 1970. The Preface written by Joao da Veiga Coutinho, a scholar from the Center for the Study of Development and Social Change in Cambridge, Massachusetts informed readers of the connection made between American Educators and Paulo Freire.

He wrote,

In the voice of Paulo Freire the Third World still disdains to address itself to the managers of the First.  In his opinion, and in that of many of his peers, there can be no dialogue between antagonists.  But Freire invites the hitherto silent sectors of the affluent world or at least the more awakened members of those over managed, overconsuming societies to a rediscovery of the world in which they live and of their own vocation in that world, in dialogue with its pariahs.  That invitation did not fall on deaf ears was demonstrated by the enthusiastic response of students and other minorities to his brief passage in this country last year.  The Center for the Study of Development and Social Change which with the cooperation of many others made that passage possible was convinced that an encounter of Paulo Freire with the American reality, and of the actors in the struggling grass-roots movements with his thought and personality, could only have salutary effects.  It was not mistaken (p. v).

             In other words, those who had been involved in grass-roots efforts in the United States to create spaces for voices historically silenced to be heard invited Freire to the Center for the Study of Development and Social Change at Harvard in 1969.  They believed that a dialogue with Paulo Freire could help them to democratize education and to find alternatives to traditional methods of teaching (Coutinho, 1970).  Subsequently, after spending, almost, five years in Chile, Freire accepted an invitation to teach at Harvard University in 1969.   This experience expanded Freire’s ideas about the plight of marginalized groups, as did his experience in Chile with extension farm workers.  While in the United States, he began to understand that the experiences of minority groups in the United States were parallel to those of oppressed groups in Brazil.  At the time of his visit, the United States was experiencing racial unrest.  Minority groups and women were fighting to have their voices heard and respected by mainstream society. Freire would no longer see oppression as limited to one geographical area (Collins, 1998).

           After remaining at Harvard for six months, the time Freire has agreed to accept the appointment, it was Freire’s belief that he needed to be with the masses in order to better understand how to reach the masses (Freire & Faundez, 1989). He became the Assistant Secretary of Education for the World Council of Churches in Geneva, Switzerland. In this role, he traveled the world, working as a consultant working with newly independent countries and assisting in the development of new educational programs, which offered liberation to those formerly dominated.  In 1979, Freire returned to Recife, Brazil and later assumed the position of Secretary of Education.  As such, his responsibilities included leading school reform for hundreds of the nation’s schools (Collins, 1998).

 Recent Scholars’ Assessment of Freire

         In his book, The texts of Paulo Freire  (1993), Paul Taylor discussed the European thinkers, authors, and activists who influenced Freire’s work.  Taylor pointed out that Freire’s early work, from 1959 to 1979, was single-authored; however, his works after his return to Brazil in 1979 were mostly co-authored or dialogue books, which Freire referred to as his “talking books.”  Though Taylor pointed out that Freire’s work and life has offered much to educators all over the world, he was careful to point out that the complexities of local situations in which most educators find themselves were not necessarily addressed in Freire’s work.  Taylor’s underlying purpose was to show the chronological development of Freire’s ideas as European thinkers influenced them.

         Ira Shor took a more practical approach in describing Freire’s work.  Shor realized the complexity that a first-time Freirean reader might face in reading, understanding, and putting Freirean ideas into practice.  Determined to help teachers to better understand ways to incorporate Freire’s ideas into the classroom, Shor, a community college English professor, wrote Freire for the classroom: A sourcebook for liberatory teaching (1987).   In it, Shor applied Freire’s concepts of liberatory education to his own classroom. In the book,  A pedagogy for liberation: Dialogues on transforming education (1987), Shor and Freire dialogued about the need to speak directly to the issues that mattered most to teachers while, at the same time, assisting them in comprehending the benefit of understanding the theoretical and philosophical underpinnings of their profession.  Shor discussed the twentieth century crises in the United States regarding education, and, in a number of places the lack of student interest.  Moreover,  there are students who simply do not see the relevance of today’s education to their own reality, particularly in urban and rural settings.  Shor commended Freire for advocating dialogical education, which invites the voice of students and their own lived realities into the classroom.  And Shor commended Freire for advocating the development of teachers as intellectuals who can operate in a practical mode, yet still understand the practice of their profession within its theoretical framework and philosophical underpinnings (Shor, 1987).

            Much like Shor, Donaldo Macedo, a long-time Freirean intellectual, believes the United States has never needed Paulo Freire’s advocacy for dialogical and liberating education more than now.  Macedo believes that public education is central to a democracy and that Freire’s framework for education was most appropriate for establishing and sustaining a democratic public education system.  Macedo did not believe that private school vouchers were the solution to public education’s problems (1987). According to Macedo, University educators must guard against proclaiming the need to empower students while, at the same time, mainly keeping their own privileged positions protected.  Macedo believed that Paulo Freire’s education politics were as relevant to the First world as to the Third World (Freire, 1997).

            Nationally known feminist writer and activist, bell hooks, an African-American female, has written quite extensively about Freire and liberatory education.  In her book, Teaching to transgress: Education as the practice of freedom (1994). hooks explained that Freire’s work gave her new, liberating ways of thinking about social reality.  Through Freire’s work, she began thinking about constructing her own identity of resistance.  According to hooks, the colonizing mindset of the United States, as it relates to African-Americans, can be readily resisted through liberatory education as advocated by Freire.  It is important to understand that, although hooks has critiqued Freire’s use of patriarchal language, she believes that her thirst for a language to articulate her own oppression as an African-American female enabled her to appreciate the liberation found in Freire’s work, while also recognizing its patriarchal tones and language.  hooks believed that Freire offered a way of rethinking oppressive education in the United States that can empower many disenfranchised groups, including women, people of color, and those who are disabled (hooks, 1994).

            Another feminist writer and educator, Kathleen Weiler, offered both praise and criticism of Freire’s work.  She credited Freire for offering the conceptual framework which many progressive educators have used to better understand and articulate their own work. Weiler pointed out Freire’s many accomplishments; however, she also warned educators against accepting his words and ideas without critical analysis.  In her essay, The Myths of Paulo Freire (1996), Weiler credited Taylor for his ability to see the value of Freire’s work at the same time that he offered a critique of it.  According to Weiler, Freire spoke in general terms, leaving many educators confused about strategies to use in specific situations.  Weiler acknowledged that much was said about Freire’s success in teaching adults to read and write in a third world context, but she also believed that attention and discussion should be given to the facts about Freire’s failure to effect lasting change in Brazilian education (Weiler, 1996).

            Among other American scholars who reference Freire’s work and who have developed national reputations for advocating the “Freirean concept” of critical education are Henry Giroux, Stanley Aronowitz, and Roman Fleca (Macedo, 1998).  Others who are recognized for applying Freirean concepts to their own content areas are Carlos Alberto Torres,  Tomas da Silva, Peter McLaren, Marilyn Frankenstein, Arthur Power, Peter Lankshear, and Andriana Puiggros (Weiler, 1996).

            Although a number of scholars have used Freire’s work around the world and in the United States, only a few would be considered experts on the work of Paulo Freire.  In an e-mail message to me, Carlos Alberto Torres, who worked with Freire and has written extensively on the development of Freire’s thoughts, stated that there are few people who really know Freire, and of those who do, few write about him (Torres, 1998).  For the United States, this is understandable because Freire’s history runs contrary to American education, which remains traditional and virtually non-critical.  Even programs that are considered “critical” are usually dominated by government support, which often changes the agenda from critical and transforming to personal enhancement.  Perhaps programs that start out to model a Freirean, critical questioning of the status quo end up being transformed into “how to” better one’s personal skills (Heaney, 1998).

Significance and Purpose of the Study

         As we begin a new millennium, it is becoming increasingly important for teachers to be informed on how to effectively teach children from impoverished and/or culturally and racially diverse backgrounds.  However, Gay (1997) points out that many teacher education faculties, and much of the curriculum of teacher preparation programs, may not meet the needs of this group of students who will make up the majority of students early in the next millennium.  According to Gay, Freire’s work offers valuable suggestions for training preservice teachers who have not been exposed to conditions of diverse ethnic and racial backgrounds or impoverishment.  Many progressive and multicultural educators, both K-12 and adult educators alike, have used Paulo Freire’s philosophy to legitimize their own liberal educational positions.  For example, community-based programs, K-12 schools, colleges and universities, labor unions, adult literacy programs, and battered women’s shelters have used the teaching strategies advocated by Freire to construct curriculum and provide effective education in those settings (Weiler, 1996). 

            So far, Freire’s publications in English have not been studied in chronological order to determine how his ideas were presented to American educators over time; nor has there been a historical examination of how American educators responded to Freire’s work as it appeared in English.  Furthermore, not only have a limited number of Freire’s works appeared in English, they were not necessarily published in English in the order in which they were originally written and/or published.  Therefore, it is necessary to study Freire’s works in the order that they were actually published in English if one hopes to understand the Freire that most American educators encountered from the late 1960s to the present.  Thus, a historical analysis of the evolution of the “English Freire” will reveal the only Freire that the vast majority of American educators have known.  Thus, my study will answer the following questions:

       1. A Review of Paulo Freire's Life and Work

       2. What were the emerging themes in Freire’s work published in English during the 1970s?

            How did educators respond to themes of Freire’s work published in the 1970s?

3. What remained steady and what changed in Freire’s work published in English during the 1980s?

 How did educators respond to themes of Freire’s work published in the 1980s?

4. What remained steady and what changed in Freire’s work published in English during the 1990s?  

            How did educators respond to themes of Freire’s work published in the 1990s? 

      5. Conclusion and Brief Discussion 

        The research method for this study was historical. For identifying a chronological list of Freire’s work published in 

English, each of his works were examined in order to identify writings, published in a book, but originally published at an earlier time.  After which a chronological list was created with the English copyright date as vital to this study.  Next, a works were categorized in terms of single-authored, co-authored, particularly Freire’s interview works, in order to provide clarification to Freire’s single-authored an co-authored works written in English.

            The Educational Resources Information Center (ERIC) was used for  identifying American educators responses to Freire’s English works. Step one was to enter the name “Paulo Freire” as the keyword.  That entry re-trieved 266 titles; step two, the name “Paulo Freire” was entered as title, which returned 66 references.  The combined list of educators’ responses in number of articles, books, and studies equaled 332 titles.  There were 26 titles selected, for this study, based upon the following criteria:  (1) Freire’s name was in the title; and (2) there was some reference to the practical application of Freire’s ideas. The only exceptions to that were, at least, one article per decade that re-articulated his concepts with less abstraction than the primary writing.  Those resources were as appropriate for this work, by assisting us classroom teachers in understanding Freire, as the resources where his ideas were used in a practical context.

My research procedure to obtain resources is not limited to but inclusive of the following:

Searching data from Dr. Daniel Schugurensky’s website (UCLA at the time) was used for this study. The website provided a chronological list of reviews of Paulo Freire’s work. There were two dates published for his work 1) the original publication date 2) the English publish date. I researched the Library of Congress Experimental Search System to find all published works single authored, co-authored, biographies on Paulo Freire, and any other works relevant. The search identified 72 items with this description 56 items containing Paulo next to each other, 14 items containing the words Paulo Freire near each other, and 2 items containing all of the words Paulo Freire, not near each other.  This search revealed the English works of Freire and his works published in other languages. Reference lcweb2loc.gov/egi-bin/queryess. (site no longer available). Another search included helpful assistants at Barnes and Noble stores. Through a data base entitled Books in Print PLUS, I identified eighteen authored works by Paulo Freire, not all in English, and 27 titles he has been associated with in terms of his educational frameworks, a forward, preface, and or a chapter including his ideas. A local government website revealed 139 sources, by using the subject words Paulo Freire, the sources were a combination of works written by Freire, about Freire, and those using his educational frameworks as an approach to learning and teaching. ERIC DATA BASE identified at least 183 works including the number Paulo Freire.  Profusion revealed 50 unique items with the word Paulo Freire as the main search word.  The break down in items AltaVista 10 items, InfoSeek 20 items, Webcrawler 24 items, Yahoo 4 items, and Magellan 10 items.

           Based upon the work of Freire, used in this study, he believed that it was important for teachers to learn continuously from their students in order to be effective teachers.  This study attempts to describe the development of Freire’s ideas as he used his practical context, working with learners, to teach him how to become a more effective educator.  Throughout this study, his educational theories will be explained and the rethinking of his earlier theories and expansion of them. The last chapter will discuss two late 1990s works that show an even clearer picture of Freire’s influence on American Educators.  The first a dialogue book with American educators who have written, practiced, and spoken about his ideas for some time.  Secondly, a book of selected writings, written by Freire, and analyzed by Ana Freire, his daughter, and long time colleague Donaldo Macedo. Finally, there will be a summary of Freire’s concepts that have already shown promise for reaching formerly isolated populations of learners.  And other elements of his framework that may help to transform classrooms in the 21st century, particularly as they related to teacher education, and student-teacher relationships.

______________________________________________________________________________________________________

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Olweus, D. (2005). A useful evaluation design, and effects of the Olweus Bullying Prevention Program. Psychology, Crime, & Law, 11, 389-402.

Olweus, D. 1978. Aggression in the schools: Bullies and whipping boys. Washington, DC: Hemisphere.

Olweus, D., Limber, S.P., & Mihalic, S. (1999). The Bullying Prevention Program: Blueprints for violence prevention, Vol. 10. Center of the Study and Prevention of Violence: Boulder, CO.

Ortega, R., & Monks, C. (2005). Unjustified aggression among preschoolers. Psicothemia, 17, 453-458.

Otoya-Knapp, K. (2004). When central city high school students speak: Doing critical inquiry democracy. Urban,Vol. 39 No. 

2, 149-171.

Pellegrini, A. D., & Long, J.D. (2002). A longitudinal study of bullying, dominance, and victimization during the transition 

from primary and secondary school. British Journal of Developmental Psychology, 20, 259-280.

Pepler, D. & Rigby, K. (2004). How successful can interventions be?

Pergolizzi, F. (2007). Bullying in middle schools. Primary Psychiatry 14(7): 17-18, 21- 22.

Perry, D. G., Kusel, S. J., & Perry, L. C. (1998). Victims of peer aggression. Developmental Psychology Vol. 24, No. 6, 807- 814.

Perry, D.G., Hodges, E.V.E., & Fgan, S.K. (2001). Determinants of chronic victimization by peers: A review and model of family influence. In J. Juvoven & S. Graham (Eds)., Peer harassment in school: The plight of the vulnerable and victimized (pp. 73-104). New York: Guilford Press.

Peter K. Smith? Salmivalli, C. (2001). Group view on victimization: Empirical findings and their implications. In J. Juvonen & S. Graham (Eds.). Peer Harassment in school: The plight of the vulnerable and victimized (pp. 398- 419). New York: Guilford Press.  

Prinstein, M. J., Cheah, C.S. L., & Guyer, A. E. (2005). Peer victimization, cue interpretation and internalizing symptoms: 

preliminary concurrent and longitudinal findings for children and adolescents. Journal of Clinical Child and      

 Adolescent Psychology, 34, 11-24.

Putallaz, M., & Bierman, K. (2004). Aggression, antisocial behavior, and violence among girls. New York: Guilford Press.

Randic, J.  (1991).  Employing Freire’s notion of dialogue as the “sealing power” in the writing classroom:  Theoretical base 

and a call for change.  Boston, MA:  Annual Meeting on College Composition and Communication.

Ridnouer, K. (2006). Managing your classroom with heart: A guide for nurturing adolescent learners. Association for 

Supervision and Curriculum Development. Alexandria: VA

Rigby, K. (2002). New perspectives on bullying. London: Jessica Kingsley Publishers.

Rigby, K. (2004). Addressing bullying in schools: Theoretical perspectives and their implications. School 

Psychological International, 25 (3), 286-30.

Rigby, K. (2007). Children and bullying: How parents and educators can reduce bullying at school. Boston:  

               Blackwell Press.

Rose, A. J., Swenson, L.P., & Waller, E. M. (2004). Overt and relational aggression and perceived popularity: 

developmental differences in concurrent and prospective relations. Developmental Psychology, 40,     

 378-387.

Salmivalli, C., & Nieminen, E. (2002). Proactive and reactive aggression among school bullied, victims, and bully-

victims, Aggressive Behavior, 28, 30-44.  

Schiavo, P. (1998).  Freire the multiculturalist.  <http://www.sonoma.edu/Depts/AMCS/upstream/Freire.html> (June 1998).

Schramm-Pate, S. & Lussier, R. (2004). Teaching students how to think critically: The Confederate Flag controversy in the high school social studies classroom. High School Journal, Vol. 87, 2, pp. 56-66. 

Schroeder, K. (2005). Education news in brief: K-6 violence is global. Education Digest 70 (7): 71-73.

Sherritt, C.  (1988).  Paulo Freire and adult education:  A radical model for liberal educators (Report No. CE050663).  U.S.; 

Ohio.  (ERIC Document Reproduction Service No. ED 298 251).

Shor, I (1987a). (Ed.). Freire for the classroom: A sourcebook for liberatory teaching. Portsmouth, NH: Boynton/Cook.

Shor, I.  (1987).  Critical teaching and everyday life.  Chicago, IL: University of Chicago.

Shor, I.  (1987).  Freire for the classroom.  Portsmouth, NH:  Boynton/Cook Publishers.

Shor, I.  (1988) Working hands and critical minds:  A Paulo Freire for job training.  Journal of Education, 170 (2), 102-121.

Shor, I. & Freire, P. (1987b). A pedagogy for liberation: Dialogues on transforming education. Westport, CT: Bergin & 

Garvey Publishers, Inc.

Sleeter, C. & Grant, C.  (1987).  An analysis of multicultural education in the United States.  Harvard Educational Review, 57 (4), 421-443.

Smith, D. C., & Sandhu, D. S. (2004). Toward a positive perspective on violence prevention in schools: Building connections.   Journal of Counseling & Development. Vol. 82.

Smith, D., Wendy, R., & Cousins, B., (2007). Antibullying programs: A survey of evaluation activities in public schools.   Studies in Educational Evaluation, 33(2), 120-13.

Smith, J. D., Schneider, B.H., Smith, P.K., & Ananiadou, K. (2004). The effectiveness of whole school anti-bulllying     programs: a synthesis of evaluation research. School Psychology. Review, 33, 547-560.

Smith, P. K., Pepler, D., & Rigby, K. (2004). In P.K. Smith D. Pepler, & Rigby (Eds.), Bullying in schools, How successful 

can interventions be? (pp. xvii-sviii). Cambridge, England: Cambridge University Press.

Smith, P. K., Shu, S., & Madsen, K. (2001). Characteristics of victims of school bullying:  Developmental changes in coping   strategies and skills. In J. Juvonen & S. Graham (Eds.), Peer harassment in school: The plight of the vulnerable and       victimized (pp. 332-351). New York: Guilford Press.

Smith, P.K., Cowie, H., Olafsson, R.F., & Liefoogle, A.P. D. (2002). Definitions of bullying: a comparison of terms used, and 

age and gender differences in a fourteen-country international comparison. Child Development, 73, 1119-1133.

Smith, P.K., Talamelli, L., Cowie, H., Naylor, P., & Chauhan, P. (2004). Profiles of non- victims, escaped victims, continuing 

victims, and new victims of school bullying. British Journal of Educational Psychology, 74, 565-581.

Smith, W. (1976).  The meaning of conscientizacao:  The goals of Paulo Freire’s pedagogy.  Amherst, MA:  Massachusetts 

University, Center for International Education. Smith and Alschuler, 1976).

Solorzano, D.  (1989). Teaching and social change:  Reflections on a Freirean approach in a college classroom. Teaching Sociology 17 (2), 218.

Squires, N.  (1990).  A Freirean-inspired video curriculum for at-risk high school students.  English Journal, (79) 2, 49-56.

Success Project Plan (2005). State: Arizona.

Taylor, P.  (1993).  The texts of Paulo Freire.  New York, NY:  Open University Press.

Tiffany, G.  (1994).  Youthwork as an educational process:  Freire for young adults. Adults Learning, 6 (2), 64-66.

Torres, C. (1998).  Paulo Freire.  Personal e-mail message, October 3, 1998.

Trivisonno, A.  (1987).  Freirean literacy and the liberal arts:  Empowering the returning adult. Atlanta, GA:  College Composition and Communication.

Turning Points (2007). Transforming middle schools. Retrieved on March 1, 2008 at http://www.turningpts.org.

United States Department of Education (1998). Preventing bullying: A manual for schools and communities. Washington, DC: U.S. Department of Education. 

United States Secret Service National Threat Assessment Center (2006). Secret Service Safe School Report. Retrieved August 18, 2007, at http://www.secretservice.gov/ntac_ssi.shtml

Unnever, J.D., & Cornell, D. G. (2005). Middle school victims of bullying: Who reports being bullied? Aggressive Behavior, 30, 373-388.

Vaillancourt, T., (2005). Indirect aggression among humans. In R.E., Tremblay, W.W. Hartup, & J. Archer (Eds.), Developmental origins of aggression (pp. 158-177). New York: Guilford Press. 

Video (2004). Epliogue. Marco publishers of educational programs and games. 

Weiler, K.  (1998).  Myths of Paulo Freire.  Educational Theory, 46 (3), 353-371.

Werle, G. D. (2006). Taking steps to promote safe schools. Journal of School Health.  76(4) 156-158.

Wesson, L.  (1994) Tying Paulo Freire’s concepts to restructuring.  Journal of School Leadership, 4 (1), 1994.

Where You Are Not Alone. www.bullying.org

Widmeyer Communications for Health, Resources and Services Administration of the U.S. Department of Health and Human Services (2003). National Bullying Prevention Campaign Formative Research Report.   

Zimpher, N.L. & Ashburn, E.A.  (1992).  Countering parochialism in teacher candidates.  In M.E. Dilworth (Ed.), Diversity in teacher education:  New expectations (pp. 40-62).  San Francisco, CA: Jossey-Bass.

11. It is impossible to detail the impact of the many sources which nurtured Freire’s eclecticism.  See Mackie’s “Contributions of the Thought of Paulo Freire,” in Literacy and Revolution, pp. 93-119; also, Harasim (note 10 above), pp. 347-65, sub sections entitled: “The Philosophical premises of Freire’s pedagogy” (Christian Existentialism, Idealism) and “Freire and the PAIGC: Ideological Populism.” A last source is Pereira Paiva’s book, devoted in its entirety to describe and analyze the roots of Freire’s thought until 1965 and his pedagogical ideas as the logical product of a particular period of Brazil’s intellectual life.

12. Blue Seried, Side 3. See note 5 in Section 1. All quotes from Freire in this and the next several paragraphs were transcribed form this tape.

13. It is interesting to note, on the basis of this quote, Pereira Paiva’s assertion Paulo Freire, p. 28, that in the German publication of Education as the Practice of Freedom, whole sections and expressions in the book that dealt with Brazilian nationalism were excluded.  This, she says, while allowing the text to have a more universal meaning, makes it difficult for German readers to understand both the extent to which the book is grounded in Brazil’s intellectual life during 1950-60 and the book’s ties with developmental nationalism.

14. We should bear in mind that the contexts of most of Freire’s books are not descriptions of what he did, but philosophical and theoretical considerations about what he did.

The Educators

As section on pp. 1-3 explaining the practitioners, schools, administrators, principles, and long held myths about the children.

_____________________________________________________________________________________________________ 

Linda F. Rhone, Ph.D.

Submitted to

State University of Sheffield Qualifications 

for Doctor of Philosophy in

Social Justice Education

• Prior work experience in a field

Rhone completed more than twenty courses in the Foundations and Education, Social Foundations of Education, Curriculum and Instruction, Multicultural Education, and Social Justice Education. In addition, Dr. Rhone has worked in various roles in the field of education for three decades. Her roles have been inclusive of but not limited to teacher, instructor, faculty member, co-principal investigator, and principal investigator (government/state/foundation grants), and grant project manager.

• Previous educational successes

Rhone earned an associate degree, bachelor’s degree in the Social Sciences, master’s degree in the Social Foundations of Education, a Doctor of Education degree in Curriculum and Instruction/Foundations of Education and studied for a Doctor of Philosophy degree in the Foundations of Education/Curriculum and Instruction at the University of Kansas.

Rhone completed all comprehensive exams in the content areas mentioned above. She wrote two thesis proposals. One for a Doctor of Philosophy and one for a Doctor of Education. Rhone completed a dissertation (130 page) for a Doctor of Education and drafts of a (250-page) dissertation for a Doctor of Philosophy. Rhone merged her prior doctoral work (University of Kansas) with work completed at the State University of Sheffield and submitted it to the Faculty and Staff at the State University of Sheffield for a Doctor of Philosophy Degree (2003).

Rhone is the editor of the Hufford Reader (2010). She has published journal articles and numerous book reviews. She has also led five key initiatives in higher education: writing and managing a TRIO Student Support Services Grant ($2.5 million) to serve first-generation, income-eligible, and students of disability status; assigned as lead research assistant for the Professional Development Schools and Critical Multicultural Education federal grant to use PDS as a vehicle to diminish hierarchal relationships (faculty, administration, cooperating teachers, student teachers, and students) and address social justice, diversity, and equity; executed a Service-Learning Partnership to bring preservice teachers and Job Corps students together for one-on-one tutoring and to lessen racial and socioeconomic barriers; founded the Kansas Teacher Inquiry Group (KTIG) – formerly known as the Wichita Teacher Inquiry Group (WTIG), to establish a university and k-12 school district partnership for the purpose of “Lessening Systemic, Structural, Cultural, Direct, and Indirect Forms of Bullying through Cultural Competence.” WTIG has been acknowledged in a Senate Resolution No. 1768 in Topeka, Kansas on the Senate floor.

• Employer-sponsored teaching and work of workshops

Currently, teaches graduate teacher education literacy courses for (Wichita State University)

Currently, writes and teaches Learning how to Learn/Social Justice workshops for an accelerated teacher education graduate program (Friends University)  

• Participation in organizations

Member, Pedagogy & Theatre of the Oppressed

Member, Society of Philosophy and History of Education, 2010-2011

Reviewer, Multicultural Review, 1997-2011

Member, American Educational Studies Association (AESA), 1997-2000

Member, Butts Lecture Committee, American Educational Studies Association (AESA), 1997-1998

Scholar, Holmes Scholar Partnership (National Organization), 1996-1999

Fellow, Kansas Ethnic Minority, 1997-1999

Member, American Educational Research Association (AERA), 1997-1998

Board Member, Restore (A Renewal Center for Women, Inc.), Location: Los Angeles, CA, 1994-1995

Panelist, West Virginia Minority/Black Education Reform, 2006-2007

• Private goals, lifestyle, hobbies, in addition to travel

Authored books on the following:

    Social Justice Education (2025)

    Memoir on Childhood Trauma (2024)

Frequent academic speaker in contexts around the United States.

• Contribution in volunteer activities in addition to community assistance

Volunteer to work with children on National TRIO Day

Service-Learning (Shepherd University School of Education—Job Corps Partnership)

• Independent reading, viewing, hearing, or creating (original research)

Dissertations/Thesis:

D.Ed. Curriculum and Instruction, West Virginia University, 2008

Dissertation: School Bullying: A Freirean Perspective. S. Stack, Ph.D., co- Advisor,

                   A. Deay, Ph.D., co-Advisor

Comprehensive Exams: Curriculum and Instruction and Cultural Foundations of Education

Ph.D.  Social Justice Education, State University of Sheffield, 2003

Dissertation: A Freirean Approach to Learning and Teaching. Submitted to Faculty and Staff

Ph.D. Studied Foundations of Education/Curriculum and Instruction, University of Kansas (in residence from 1996-2000)

Dissertation: The Responses of Select American Educators to the Work of Paulo Freire Published in English from the 1970s to 1990s.  

 _______________________________________________________________________________

Curriculum Vitae

Linda F.  Rhone, Ph.D., Ed.D.

Executive Director of College Readiness and Retention Program

Academic Affairs

School of Education, Graduate Adjunct Faculty 

Wichita State University

________________

College of Education, Graduate Workshops Adjunct Faculty 

Friends University

Linda.rhone@wichita.edu

(316) 978-3715

EDUCATION

Ed.D.             Curriculum and Instruction, West Virginia University, 2008

Dissertation: School Bullying: A Freirean Perspective. S. Stack, Ph.D., co- Advisor, A. Deay, Ph.D., co-Advisor

Comprehensive Exams: Curriculum and Instruction and Cultural Foundations of Education

Ph.D.             Social Justice Education, State University of Sheffield, 2003

Dissertation: Select Educators’ Responses to the Work of Paulo Freire (1970-1990s): Learning and Teaching for Social Justice.

Ph.D.   Studied Foundations of Education/Curriculum and Instruction, University of Kansas (in residence from 1996-1999) Original Dissertation: The Historical Responses’ of Select American Educators to the work of Paulo Freire from the 1970s to the 1990s. 

M.A.    Social Foundations of Education, California State University-Los Angeles, 1995

Graduate Project: Learning and Teaching in an Urban Context: Nickerson Gardens, Compton, California.

B.G.S.            Wichita State University, 1991

                        Concentration: Social Sciences

Professional Overview

2023-Present     Graduate Teacher Education Adjunct Faculty at Wichita State University 

2019-Present     Executive Director, TRIO Student Support Services Project, Wichita State University

                          (Managing a $2.5 million federal grant)

2009-Present       Graduate Workshop Faculty, Friends University

2017-Fall 2019    Assistant to Graduate School Dean, Friends University

• Liaison for Educative Teacher Performance Assessment (edTPA)

• Placed and supervised student teacher candidates

• Used (PF16) to assess teacher disposition

2012-2019            Scorer, Kansas Professional Teaching Portfolio (KPTP)

2011-2013             Affiliate Graduate Faculty (Online), Southwestern College

• Developed doctoral courses

• Doctoral committee member

2008-2011              Assistant Professor of B.A. and Graduate Program, Newman University, School of Education

• Managed a $25,000.00 foundation grant to create a university and k-12 public school partnership 

• Coordinator, Teacher Internship Placement

• Assisted in revision of lesson plan template and rubrics          

• Taught elementary and secondary undergraduate students

• Taught graduate students

• Advised and mentored undergraduate students

• Developed and presented workshops for practicing classroom teachers

• Lead instructor for Educational Psychology: Learning and Evaluation, responsible for aligning content objectives, instructional strategies, and assessments

• Lead instructor for Field 2 (24-hour practicum course) revised handbook, syllabus, and assessments.   

• Coordinator of Internship Placement (fall 2008-spring 2010) 

• Member of Transformative Teaching and Learning Committee

• Facilitated Principles of Teaching and Learning (PTL) Workshop

 2003-2008   Visiting Assistant Professor, BA. and M.A.T. Programs, Department of Education, Shepherd University

• Taught courses in Bachelor of Elementary Education and Graduate Programs

• Assisted in organizing and implementing a Service-Learning component in Foundations of Education courses

•  Organized service-learning projects for undergraduate students

•  Organized and facilitated collaborative classes for Shepherd University preservice teachers and Job Corps students

•  Advised and mentored undergraduate students

• Supervised portfolios and teacher work samples

• Supervised cooperative learning projects

• Served on Gateway Committee

• Served on Liberal Studies Committee

• Mentored new faculty

• Supervised student candidates

1999-2000   Assistant Professor, B.A. Program, Elementary and Early Childhood Education Department, University of Wyoming 

•  Humanities (methods)

• Taught undergraduate students

• Advised undergraduate students

• Organized (Observing Teaching and Learning in an Urban Context) a trip for UW student teachers to visit the Denver Public Schools District Developed a university (Diversity) course for UW Honors Program

• Supervised student candidates

 1996-1999   Research Assistant, University of Kansas, Eisenhower Professional

• Development Schools ($1 million federal grant)

• Created survey instrument/Surveyed School of Education Faculty on involvement/noninvolvement in PDS

• (“Comparing student teaching experiences in a PDS vs. student teaching experiences in a non-PDS: What is the difference, if any?”)

Elementary Certification-Missouri (1991-1992)

Elementary Certification-California (1992-1995)

Middle School/Secondary Certification-Kansas (2013-2019)

Classroom Teacher 

Gordon Parks Academy (USD 259)

Wichita, Kansas

Fall 2018/Spring 2019

• Taught 2nd-7th grades Special Education (language arts)

Classroom Teacher

Hamilton Middle School (USD 259)

Wichita, Kansas

Fall 2016/Spring 2017

• Taught 7th & 8th grade Special Education (language arts)

 Classroom Teacher

Ronald McNair Elementary School (Compton Public School District)

Compton, California

Fall 1994/Fall 1995

• Taugt 2nd grade (Special Education)

 Classroom Teacher

Blenheim Elementary School (K.C. Public School District)

Kansas City, MO.

Fall 1991/Spring 1992

• Taught 5th Grade

 COURSES DEVELOPED AND TAUGHT

Undergraduate

Utilizing a Social Justice Lens to Teach from a Multicultural Perspective, EDUC 5484, Friends University, Summer 2019

Social Justice Practices, Friends University, 2019

Utilizing a Social Justice Lens to Teach from a Multicultural Perspective, EDUC 5484, Friends University, 2017/2018

Multicultural Education, EDUC 818, Southwestern College, 2011-2012

Qualitative Research Methods, EDUC 801, Southwestern College, 2011-2012

Diversity Experience, University of Wyoming, 1999-2000

Assistive Technology (EDUC 432)

Foundations of Education (EDUC 215)

Diversity Field Experience (EDUC 216)

Reading Skills in Secondary School Content (4033)

Educational Psychology: Learning and Evaluation (3133)

Field 2 Experience (3302)

Seminar in Student Teaching (EDUC 400)

Sociological and Psychological Conditions of Learning (EDUC 320)

Educational Sociology (EDUC 310)

Social Foundations of Education (EDUC 200)

Seminar in Education (EDUC 150)

Instructional Strategies and Models (C & I 320)

Introduction to Early Childhood Education (CC 101)

Curriculum and Instruction

Graduate

Learning How to Learn, 2022

Assistive Technology in the Classroom (EDUC 532)

Race, Class, and Power in Schools (EDUC 549)

Cultural Diversity (6003)

Social and Cultural Foundations of Education (EDUC 581)

 RESEARCH AGENDA

Promoting Social Justice through TRIO Projects 

Urban Education

Differentiated Instruction

Transformative Teaching and learning

Bullying at school and work context

______________________________________________________________________________________________________

SCHOLARLY ACTIVITY

Peer-reviewed scholarship

Grants Submitted: 

• United States Department of Education, TRIO Student Support Services (SSS), spring 2020-2025.

• Kansas Community Foundation, Wichita Teacher Inquiry Group (WTIG), fall 2009: “Lessening Systemic, Structural, Cultural, Direct and Indirect forms of Bullying through Cultural Competence and Transformative Teaching and Learning.” $50,000.00

• Kansas Health Foundation, Wichita Teacher Inquiry Group (WTIG), fall 2009: “Lessening Systemic, Structural, Cultural, Direct and Indirect forms of Bullying through Cultural Competence and Transformative Teaching and Learning.” $25,000.00

• Gerber Institute for Catholic Studies, Wichita Teacher Inquiry Group (WTIG), fall 2009: “Lessening Systemic, Structural, Cultural, Direct and Indirect forms of Bullying through Cultural Competence and Transformative Teaching and Learning.” $1,500.00  

Grants Funded:

• Recipient/Principal Investigator, TRIO Student Support Services (SSS) $2.5 million-United States Department of Education, 2020-2025.

• Recipient/Principal Investigator; Recognition Grant $25,000.00 - Kansas Health Foundation, Wichita Teacher Inquiry Group (WTIG), “Lessening Systemic, Structural, Cultural, Direct and Indirect forms of Bullying through Cultural Competence and Transformative Teaching and Learning.” January 2010-August 2011

• Recipient, Principal Investigator, Social Change Grant $1,500.00 – Gerber Institute for Catholic Studies, Wichita Teacher Inquiry Group (WTIG), “Lessening Systemic, Structural, Cultural, Direct and Indirect forms of Bullying through Cultural Competence and Transformative Teaching and Learning.” January 2010-August 2011

Lead Research Assistant, Eisenhower Professional Development Grant ($1 million federal grant)

Kansas University, August 1996-July 1998

• Conducted a literature review on Professional Development Schools

• Created research instrument/Surveyed School of Education Faculty on involvement/noninvolvement in PDS

(“Comparing student teaching experiences in a PDS vs. student teaching experiences in a non-PDS: What is the difference, if any?”)

Research Assistant, The Working Poor (Illinois State Funding)

Northern Illinois University, August 1995-December 1995

• Organized and facilitated focus groups for the Public Aid Reform Grant of Illinois

• Transcribed and analyzed data  

Doctoral Students

• Theodore Timms, Committee Chair, “The Impact of the African American Father on his Middle School Aged Daughter’s Academic Achievement” Spring 2020

• Michael Hicks, Pre-Proposal Advisor, “The Impact of Differentiated Instruction” Spring 2018

 Official Interns and Mentees 

Interns

Hemil Shah (2023)

Sakshi Yadav (2023)

Mentees

Indu Priya (2022)

Prajakta Lasanpure (2022)

_____________________________________________________________________________________________________

                                   PUBLICATIONS

Memoir/Book

Rhone, L. (2025) Teaching for Social Justice. Amazon.com.

Rhone, L. (2024). Thriving Through Trauma: a Path to Wellness. Amazon.com.

Dean, M. (2017). Featured as a Legend in The Black Legends of Kansas. Global Enterprises:

Wichita, Kansas.        

Hufford, D. (2010). The Hufford reader.  Rhone, L. (Ed.). Salt Lake City, UT: Family Heritage 

Publishers.

Peer Reviewed

Rhone, L., & Burkhalter, K. (2012). Lessening structural, cultural, direct and indirect forms of

bullying through cultural competence and transformative teaching and learning. The Kansas

Advocate, Vol. 20 (2), 1-11.

Rhone, L. (2005). Case commentary. In P. F. Goldblatt & D. Smith (Eds.), Cases for teacher

development: Preparing for the classroom (pp. 172-173). Thousand Oaks: Sage Publications.

SELECT BOOK REVIEWS PUBLISHED IN MULTICULTURAL REVIEW

Quarterly Journal

Rhone, L. (2010, July 15). [Review of the book Defending religious diversity in public schools:

A practical guide for building our democracy and deepening our education, by N. R. Kollar]. Multicultural Review, 19 (2), 54.

Rhone, L. (2009, December 16). [Review of book No child left behind: A true story of a

teacher’s quest, by E. Blake]. Multicultural Review, 18 (1), 65.

Rhone, L. (2009, November 15). [Review of book Manga High: Literacy, identity, and coming of

age in an urban high school, by M. Bitz]. Multicultural Review, 18 (4), 68-69.

Rhone, L. (2009, August 2). [Review of the book The Herb Kohl reader: Awakening the heart of

teaching, by Kohl Herbert]. Multicultural Review, 18 (3), 67.

Rhone, L. (2002, March 10). [Review of the book Global constructions of multicultural education:

Theories and realities, by C. A. Grant & J. L. Lie (Ed.)]. Multicultural Review, 11(1), 89.

Rhone, L. (2002, March 10). [Review of the book Ethnicity, race, and nationality in education,

by N.K. Shimahara, I. Z. Holowinsky & S. Tomlinson-Clark (Ed.)]. Multicultural Review, 11 (1), 89.

          TRIO FEDERAL TRAININGS

          Student Support Services Project

Priority #1 – Evaluation, Recordkeeping and Reporting Student/Project Performance (Hybrid:

Honolulu, HI)

Priority #2 – Budget Management and Statutory/Regulatory Requirements (Atlanta, GA)

Priority #3 – Pending..

Priority #4 - Student Financial Aid, Admissions Policies and Procedures, and

Financial/Economic Literacy (Washington, DC)

Priority #5 – Recruiting and Serving Hard-to-Reach Populations (San Diego, CA)

Priority #6 –General Project Management (San Diego, CA)

TRIO Conferences

MO-KAN-NE. Kansas City, Missouri. (2024).

EOA, Detroit Michigan. (2023).

Council for Educational Opportunity, Washington, D.C. (COE).

MO-KAN-NE, Kansas City, Missouri. (2023)

Council for Educational Opportunity (COE), San Diego, CA. (2022)

EOA, Cleveland, Ohio. (2022) 

MO-KAN-NE, Kansas City, Missouri. (2022)

INTERNATIONAL CONFERENCES

Presenter, Rhone, L.F. (1996, November). A Historical Examination of Multicultural Education

in United States Public Schools: What have we learned? American Educational Studies Association Conference, Montreal, CA.

NATIONAL CONFERENCES

Presenter, Rhone., L. F. (2022, November). Research presented at Educational Opportunity

Association Conference (EOA). Adverse Childhood Experiences and the TRIO Population. Cleveland, Ohio.

Presenter, Rhone, L.F., Hufford, D., Burkhalter, K., & the Wichita Teacher Inquiry Group

Educators (2011, July). Lessening Bullying through Cultural Competence and Transformative Teaching and Learning: Our journey. Pedagogy and Theatre of the Oppressed Conference, Chicago, IL.

Presenter, Rhone, L.F. (2008, May). Paper accepted, Systemic Bullying and Oppression. Pedagogy and Theatre of the     Oppressed Conference, Omaha, NE.

Presenter, Rhone, L. F. (2006, May). School Bullying: A Freirean Perspective. Pedagogy and Theater of the Oppressed     Conference, University of North Carolina-Chapel Hill, Chapel Hill, NC.

Discussant, Rhone, L.F. (1999, November). An Examination of Multicultural Education in 

United States Public Schools: What have we learned? American Educational Studies Association Conference, Ponchatrian, Detroit, MI.

Presenter, Rhone, L.F. (1998, November). A Historical Examination of Aspects of Paulo Freire’s Ideas: Implications for     Critical Multicultural Teacher Education. American Educational Studies Association Conference, Holiday Inn Crowne 

             Plaza, Philadelphia, Center City.

Presenter, Rhone, L.F. (1998, January). A Professional Development School Partnership:

Comparing the Experiences’ of Student Candidates at a PDS to Student Candidates at a non-PDS. What is the difference, if any? Holmes Scholars Annual Conference, Adams Mark Hotel, Orlando, FL.

Presenter, Rhone, L.F. (1997, April). Introducing A Black Psychology Perspective in a General

Psychology course. People of Color Conference, University of Nebraska-Lincoln, Lincoln, NE.

Presenter, Rhone, L.F. (1997, January). Kansas Department of Education, Professional

Development Schools: Implications for Multicultural Teacher Education/Poster Presentation, Holmes Partners/Scholars Conference, St. Louis, MO.

REGIONAL CONFERENCES

Presenter, Rhone, L.F. (2010, September). Bullying at School: A Freirean Perspective.

Society of the Philosophy and History of Education Conference, Oklahoma City, OK.

Presenter, Rhone, L. F. (2006, October). The Bully, the Bullied, and the Bystander. Rethinking

and Relearning Diversity: From Conflict to Inclusion, University System of Maryland

Diversity Network Faculty Initiatives Committee, 4th Annual Conference, University of

Maryland University College, Adelphi, MD.

LOCAL/INSTITUTIONAL

Presenter, Rhone, L.F. (2012, June). 27th Annual Conference of Kansas Alliance of Black

            School Educators. African American Males in Crises: From an Urban School Age  

Perspective, Is the Plight of African American Males Connected to Systemic Structural and Cultural Bullying at School? Wichita, KS.

Presenter, Rhone, L.F. (2006, March).  Select American Women in Education. Multicultural,

           Women’s History Celebration, Shepherd University, Shepherdstown, WV.

Presenter, Rhone, L.F. (1998, April). A Professional Development School Partnership:

Comparing the Experiences’ of Student Candidates at a PDS to Student Candidates at a non-PDS. What is the difference, if any? Kansas University Professional Development School Alliance Conference, Holiday Inn-Crowne Plaza Hotel, Kansas City, MO.

MEDIA INTERVIEWS

Interview/publication, Community Voice Newspaper, fall 2013 issue. Topic: Results from the Wichita Teaching Inquiry Group (WTIG) Project.  

Interview, National Public Radio (NPR), spring 2013, Topic: Results from the Wichita Teacher Inquiry Group (WTIG) Project.  

Interview and publication, Wichita Eagle Newspaper, summer 2012, Topic: Results from the Wichita Teacher Inquiry Group (WTIG) Project.

Interview, Wichita Public Schools, USD 259, Parent Talk Television Show, summer 2011, Topic: Results from the Wichita Teacher Inquiry Group (WTIG) Project.

Interview, KFDI Radio Show, spring 2010, Topic: What is the Wichita Teacher Inquiry Group (WTIG) Project?

PRESENTATIONS (OTHER THAN PAPERS)

Principles of Teaching and Learning (PTL) Training. Newman University Western Kansas (fall 2009).

Nurturing Emotionally and Physically Healthy Boys and Girls, Boys and Girls Club, Wichita, KS. (spring 2009). 

Shepherd University First-Year Faculty, A Service-Learning Component in a university course. Shepherd University, Shepherdstown, WV. (fall 2006).  

Student Assembly, Bullying Behavior at School. Harpers Ferry Middle School, Harpers Ferry, WV. (spring 2005).      

WORKSHOPS/STAFF DEVELOPMENT

Social Justice Practices, Friends University, Wichita, Kansas, February 1st & 2nd, 2019.

Social Justice within a Multicultural Framework. Friends University, Wichita, Kansas Fall 2017.

Systemic Bully Behavior at School. Newman University, Western Kansas, June 12 & 13, 2009.

Systemic Bully Behavior at School. Newman University, March 13 & 14, 2009.

Systemic Bully Behavior at School. Professional Development for administration and faculty.

Harpers Ferry Middle School, Harpers Ferry, West Virginia-2005.

PROFESSIONAL AFFILIATIONS (past)

Member, Pedagogy & Theatre of the Oppressed

Member, Society of Philosophy and History of Education, 2010-2011

Reviewer, Multicultural Review, 1997-2011

Member, American Educational Studies Association (AESA), 1997-2000

Member, Butts Lecture Committee, American Educational Studies Association (AESA), 1997-1998

Scholar, Holmes Scholar Partnership (National Organization), 1996-1999

Fellow, Kansas Ethnic Minority, 1997-1999

Member, American Educational Research Association (AERA), 1997-1998

Board Member, Restore (A Renewal Center for Women, Inc.), Location: Los Angeles, CA, 1994-1995

Panelist, West Virginia Minority/Black Education Reform, 2006-2007

 HONORS AND AWARDS

Missouri-Kansas-Nebraska (MO-KAN-NE) Achievers Award for 2024

Wichita Business Journal, Diversity and Inclusion Award, 2023

Certificate of Appreciation, University System of Maryland, Faculty Initiative Committee for Contribution to Rethinking and Relearning Diversity: From Conflict to Inclusion, 2006

Nominee, Outstanding Faculty Member – Order of the Purple at Butler County Community College, 2000

Recipient, American Educational Research Association, stipend for conference research workshop, 1999

Nominee, American Educational Studies Association-Editorial Advisory Council, 1998

Recognition, Wichita State University, Student Support Services, high academic achievement in graduate studies, 1996

Proclamation, for Development and Implementation of a Student Leadership Program, Mayor's Office-(Emanuel Clever) Kansas City Missouri School District, 1993

Outstanding Young Women of America, 1991