P. Freire - 高等教育出版 · 2 49 3 Bulletin of Educational Research September, 2003, Vol. 49...
Transcript of P. Freire - 高等教育出版 · 2 49 3 Bulletin of Educational Research September, 2003, Vol. 49...
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Bulletin of Educational Research
September, 2003, Vol. 49 No. 3 pp. 1-30
P. Freire’s Critical Pedagogy and Its
Implications for Teachers Implementing
Educational Reforms in Taiwan
Feng-Jihu Lee
Abst rac t
This article analyzes Freirean pedagogy and draws some implications for teachers
facing the challenges from recent educational reforms in Taiwan. The themes of
Freirean pedagogy discussed include the following: (1) the praxis of humanization, (2)
the process of critical consciousness-raising, (3) the praxis of libertarian education, (4)
education as political action, (5) teachers as cultural workers, and (6) the pedagogy of
dialogue and problem-posing. Based on Freirean pedagogy, a few guidelines are
proposed for teachers to use when implementing educational reforms, including: (1)
the praxis of humanizing pedagogy, (2) teachers as critical libertarian educators, (3) the
employment of dialogue and problem-posing education in libertarian classrooms, (4)
the de-mystification of educational reforms, and (5) teachers as actors of educational
reforms.
Keywords: Paulo Freire, critical pedagogy, educational reforms
Associate Professor, Graduate Institute of Education, National Chung Cheng University
E-mail: eduf j [email protected]
Manuscript received: Apr. 30, 2003; Accepted: Aug. 15, 2003
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