A Comparison of Paulo Freire and William Brickman

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A Comparison of Paulo Freire and William Brickman Paulo Freire and William Brickman were both advocates for educational freedom and had significant impacts on their areas of focus. This paper takes a look at each man’s professional goals and contributions, the resistance they faced, how they differed, and the factors that had an impact on their success. Freire’s Contributions Paulo Freire believed education was a tool that could either set the learner and teacher free or oppress the student while putting the teacher in an oppressor role. Traditionally, students were given deposits of knowledge by the teacher without any thought or respect to his or her lived experiences. Freire called this the ‘banking’ concept (Flanagan, 2005). Knowledge and experiences that were not given by the teacher were then learned to be of no importance and students continued to believe their situation in life to be the natural order of things. This type of education was used to keep people in a state of subservience and to keep the oppressed from questioning those who were in control. He saw the effects of this system first hand in the peasants he lived by when his family was forced to move to the countryside of Brazil (Flanagan, 2005). Paulo Freire set out to change this conformist system by encouraging teachers and learners to strive for educational freedom and to form a partnership in attaining humanity for the oppressed. His direct contribution to this process was the Pedagogy of the Oppressed. Paulo insisted students take on a more active role in their learning and that teachers have open dialogue with their students to promote critical thinking and creativity, rather than having a simple narrator role in the classroom. (Flanagan, 2005) Brickman’s Contributions William Brickman also believed in educational freedom and set his sights on international and
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