Essay - Education Pedagogy of the Oppressed the Purpose of This Paper...

Education

***** of the Oppressed

***** purpose of this paper is to introduce, discuss, and analyze Paul Freire's "Pedagogy of the Oppressed." Specifically it will focus on an incident from my own educational experience and interpret it as Freire would. The incident happened many years ago but remains fresh in my mind. My History teacher in middle school assigned us a term paper on something in recent history that would rema***** an important historic event throughout the 21st century and beyond. I chose the 1969 first steps on the mo***** as something that changed ***** ***** ***** remain important ***** time. My paper included the word "gamboled," which had been a vocabulary ***** in my English class the week before, and my teacher accused me of copying the word ***** one of ***** sources. He said it sounded *****re like "National Geographic" than me. ***** re*****mber the anger I felt when I saw the comment on my paper, and my feelings of being wr*****ged simply because ***** teachers obviously did not communicate or work with each other at all. ***** never confronted my t*****er, and I think today this was a mistake. I should have told him his comment ***** wrong, but I was afraid to, and afraid of his authority. This indicates the roles that Freire discusses in his writing on ped*****gy and oppressi*****, because that is exactly how I felt - oppressed ***** without power or voice.

***** in ***** essay Freire notes, "His [the teacher's] task is to 'fill' the students with the contents of h***** narration -- contents ***** are detached from reality, disconnected from the totality that engendered ********** and could give them significance. Words ***** emptied of their concreteness and become a hollow, alienated, and alienating verbosity" (*****). ***** applies to my own situation in several key ways. First, my teacher ***** disconnected from his students, and only in*****ested in his own *****ation and *****. He did not take ********** account ***** we were a group of advanced ***** who might have stronger vocabularies ***** voices than the average middle school student. In addition, he was detached from reality, in that he simply did ***** even take ***** time to verify t***** word was plagiarized from *****he source, or not. He simply "filled" up the classroom with his own narration while he alienated t***** s*****udents with ***** pedantic and bor*****g diatribes on world his*****ry.

I remember this teacher being quite fond of lecturing, and ***** giving his opinion throughout the class. He rarely took attendance; he was not interested in who was in class, ***** that he had an audience to spout his own *****s. ***** was opinionated and gave his ***** opinions on *****al happenings, whether we wanted to hear ***** or *****. He was an excellent, ***** shining example of the "*****" of education ***** Freire ***** in this essay. Indeed, most of our tests ***** based solely on memorization of dates and events, rather than on any thought-provoking or enlightening topics.