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Title: | Freirean critical pedagogy and the decolonization of minds : importance for community colleges in the U.S. higher education system |
Authors: | Cruz, Ana L. Dorsch, Joachim |
Keywords: | Education, Higher -- United States Freire, Paulo, 1921-1997 -- Influence Critical pedagogy Community colleges -- United States Vocational education |
Issue Date: | 2022 |
Publisher: | University of Malta. Faculty of Education |
Citation: | Cruz, A. L., & Dorsch, J. (2022). Freirean critical pedagogy and the decolonization of minds : importance for community colleges in the U.S. higher education system. Postcolonial Directions in Education, 11(2), 248-273. |
Abstract: | As an important part of U.S. higher education, community colleges provide access to post-secondary education for students commonly underrepresented in higher education and from marginalized segments of U.S. society. These students also carry with them a long history of colonization resulting in domination, oppression and exploitation. They are susceptible to conform to workforce vocational training that emphasizes rote skills acquisition and to fitting into the corporatized society as ‘obedient’ workers. A Freirean critical pedagogy with concepts of conscientização, praxis, and questioning can constitute an avenue for students to decolonize their minds leading to awareness of possibilities and realization of potentials. Employing a Freirean critical pedagogy can also counter workforce vocational training by developing a critical pedagogy of work education as envisioned by Simon, Dippo & Schenke (1991) or a democratic vocational education as articulated by Kincheloe (1999). |
URI: | https://www.um.edu.mt/library/oar/handle/123456789/104514 |
Appears in Collections: | PDE, Volume 11, No. 2 PDE, Volume 11, No. 2 |
Files in This Item:
File | Description | Size | Format | |
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PDE11(2)A3.v3.pdf | 745.94 kB | Adobe PDF | View/Open |
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