The relevance of Paulo Freire to the Maltese educational system

Abstract

The theories of Freire sound familiar to the Maltese Education Development. This dissertation expounds on the major development in the Maltese set-up and critically examines them within the context of the theories of Freire. By providing an overview of the dialectic in the work of Freire, particularly between structure and agency, this work proceeds to tackle issues such as domination, colonialism, post colonialism language, culture of silence, alienation, banking concept, cultural capital , curriculum development, liberating education, and text books which feature in the system in the light of Freire' s writings. In a time when technology is firmly rooted in educational development of children we are faced with a new type of domination which consolidates traditional sets of relations which are not markedly different from those that prevailed during colonial times. The main thesis is that knowledge of the various ideologies underlying such issues will enable us to view history as possibility. Education on its own can never lead to social transformation but in its limitations lies a sense of agency. Applying Freire to the Maltese context would imply reinventing Freire, engaging critically with his work in our own historical context.