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Revisiting Pedagogy of the Oppressed: Paulo Freire and Contemporary African Studies

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  • David P. Thomas

Abstract

The purpose of this article is to (re)introduce Paulo Freire's Pedagogy of the Oppressed to the study of contemporary African societies. Widely accepted as foundational work in the field of critical pedagogy, it is argued that Freirean scholarship and analysis is also useful in examining the top-down manner in which ‘development’ is currently being implemented on the continent. By examining the case of post-apartheid South Africa, this article posits that a Freirean understanding of liberation/freedom as a dialogical exercise can aid in opening up a productive avenue of critical enquiry regarding the post-colonial condition in sub-Saharan Africa. This analysis will use Freire's theoretical work in order to contribute to the literature regarding possibilities for more participatory, democratic and bottom-up struggles for social justice.

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  • David P. Thomas, 2009. "Revisiting Pedagogy of the Oppressed: Paulo Freire and Contemporary African Studies," Review of African Political Economy, Taylor & Francis Journals, vol. 36(120), pages 253-269, June.
    • Handle: RePEc:taf:revape:v:36:y:2009:i:120:p:253-269
    DOI: 10.1080/03056240903083268
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    Cited by:

    1. Mfundo Mandla Masuku & Nokukhanya Noqiniselo Jili & Primrose Thandekile Sabela, 2021. "Assessment as A Pedagogy and Measuring Tool in Promoting Deep Learning In Institutions of Higher Learning," International Journal of Higher Education, Sciedu Press, vol. 10(2), pages 274-274, April.

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