Key Theorist: Paulo Freire

Paulo Freire was a Brazilian philosopher and educator who is best known for his influential book, "Pedagogy of the Oppressed". Here are some of the key arguments of Paulo Freire:

1. Oppression: Freire argued that oppression is a fundamental aspect of society, and that traditional education systems play a role in reproducing and reinforcing these oppressive structures. He believed that education could be a tool for challenging and overcoming oppression.

2. Banking Model: Freire criticized what he called the "banking model" of education, in which students are treated as passive recipients of knowledge, rather than as active participants in the learning process. In this model, students are expected to memorize and regurgitate information without questioning it or engaging critically with it.

3. Education: Freire saw education as a deeply political process, and believed that it had the power to either reinforce or challenge existing social structures. He advocated for an approach to education that emphasized dialogue, collaboration, and critical thinking, and that recognized the lived experiences and knowledge of students.

4. Power: Freire believed that power was a central issue in education, and that traditional education systems were designed to maintain power imbalances between teachers and students. He argued that education could be used as a tool for empowering individuals and communities to challenge these power structures and work towards a more just and equitable society.

5. Liberation: Freire's ultimate goal was to promote liberation and social justice through education. He believed that education could empower individuals to critically analyze the world around them and to work towards a more equitable society. For Freire, education was not simply a means of transmitting knowledge, but rather a tool for social transformation and liberation.

6. Praxis: Freire emphasised the importance of praxis, or the combination of theory and practice. He believed that learning should be grounded in the lived experiences of students and that education should be used as a tool for action and social change.