Rethinking conscientisation

Journal of Philosophy of Education 30 (2):179–196 (1996)
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Abstract

Paulo Freire's concept of conscientisation has been the subject of considerable debate since the early 1970s. The interpretation of conscientisation as a process of ‘consciousness raising’, whereby individuals move through a sequence of distinct stages, is widespread. This article critiques the ‘stages’ model and advances an alternative perspective on conscientisation. Rejecting an individualist view of critical consciousness, the author concentrates on the link between conscientisation and praxis, and reassesses Freire's ideal in light of the postmodernist notion of multiple subjectivities.

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Citations of this work

Paulo Freire and political correctness.Peter Roberts - 1997 - Educational Philosophy and Theory 29 (2):83–101.
Paulo Freire and political correctness.Peter Roberts - 1997 - Educational Philosophy and Theory 29 (2):83-101.

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References found in this work

Pedagogy of the oppressed.Paulo Freire - 1986 - In David J. Flinders & Stephen J. Thornton (eds.), The Curriculum Studies Reader. Routledge.
Pedagogy of the Oppressed.Paulo Freire - 1970 - New York: Bloomsbury Academic. Edited by Myra Bergman Ramos, Donaldo P. Macedo & Ira Shor.
The Sociological Imagination.C. Wright Mills - 1960 - British Journal of Educational Studies 9 (1):75-76.
Learning to question: a pedagogy of liberation.Paulo Freire - 1989 - New York: Continuum. Edited by Antonio Faundez.

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