Abstract
Since the first publication of his Pedagogy of the Oppressed in Brazil in 1968, the work of Paulo Freire has come to be a source of inspiration to political militants, socially engaged educators and critical scholars throughout the world. In particular many theorists and practitioners working across both the global north and south have seen in Freire’s work rich resources for a renovation of the praxis of emancipatory politics. An important contribution in this volume to this renovation is offered by Sara Motta, developed in dialogue with theorists of Open Marxism, to challenge the monological representative politics of twentieth-century socialism. Instead, according to Motta, the Freirian approach to pedagogy is suggestive of a form of politics that is lived through “the transformation of subjectivity into non-alienated social flows of being, doing, living and loving” (chapter 3, in this volume). Here politics becomes a process of everyday life, of the construction of self that inherently contests the separation between politics and life implied within twentieth-century social democratic and socialist theories of the state.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Altamirano, M. and Sarlo, B. (1995), “The Auto Dictat and the Learning Machine,” in Donghi, T. H., Jaksic, I., Kirpatrick, G., and Masiello, F. (eds.), Sarmiento: Author of a Nation, Berkeley: University of California Press.
Barber, M. (1996), Ethical Hermeneutics: Rationality in Enrique Dussel’s Philosophy of Liberation, New York: Fordham University Press.
Bello, A. (1997), Selected Writings of Andrés Bello, López-Morilla, F. M. (trans), Jaksić, I. (ed.), Oxford: Oxford University Press.
De Sousa Santos, B. (2007), “Beyond Abyssal Thinking: From Global Lines to Ecologies of Knowledge,” Revista Crítica de Ciéncias Sociais 78: pp. 3–46.
Dussel, E. (1994), “Leopoldo Zea’s Project for a Latin American Philosophy of History,” in Chanady, A. (ed.), Latin American Identity and Constructions of Difference, Vol. 10, Minneapolis: University of Minnessota Press, pp. 26–42.
— (1995), The Invention of the Americas: The Eclipse of the “Other” and the Myth of Modernity, Barber, M. D. (trans.), New York: Continuum.
Echevarría, R. G. (1995), “A Lost World Rediscovered,” in Donghi, T. H., Jaksic, I., Kirpatrick, G., and Masiello, F. (eds.), Sarmiento: Author of a Nation, Berkeley: University of California Press.
Echeverría, E. (1993), El Matadero, Madrid: Catedra.
Freire, P. (1996), Pedagogy of the Oppressed, London: Penguin.
— (2001), Pedagogy of Freedom: Ethics, Democracy and Civic Courage, London: Rowman and Littlefield.
García-Márquez, G. (1992), The Solitude of Latin America, Nobel Prize for Literature Acceptance Speech, http://www.nobelprize.org/nobel_prizes/literature/laureates/1982/marquez-lecture.html.
Garrido, J. M. (2007), “The Desire to Think: A Note on Latin American Philosophy,” CR: The New Centennial Review 7(3): pp. 21–30.
Guardiola-Rivera, O. (2002), “State of Grace: Ideology, Capitalism and the Geopolitics of Knowledge,” Nepantla: Views from the South 3(1): pp. 15–38.
Katra, W. H. (1995), “Re-reading Viajes: Race, Identity and National Destiny,” in Jaksic, I., Kirpatrick, G, and Masiello, F. (eds.), Sarmiento: Author of a Nation, Berkeley: University of California Press.
Lankshear, C. (1994), Critical Literacy: Politics, Praxis and the Postmodern, New York: SUNY Press.
Maciel, D. (1985), “An Interview with Leopoldo Zea,” Hispanic-American Historical Review 65(1): pp. 1–20.
Mignolo, W. D. (1992), “Nebrija in the New World: The Question of the Letter, the colonisation of American Languages and the Discontinuity of Classical Tradition,” L’Homme 32: pp. 185–207.
— (1995), The Darker Side of the Renaissance: Literacy, Territoriality and Colonialization, Ann Arbor: University of Michigan Press.
— (2000), Local Hastories/Global Desagns: Colonialaty, Subaltern Knowledges and Border Thinking, Princeton: Princeton University Press.
Nebrija, A. (2007), “La Gramática de la lengua castellana,” http://www.antoniodenebrija.org/indice.html.
O’Gorman, E. (1961), The Invention of America: An Inquiry into the Historical Nature of the New World and the Meaning of Its History, Bloomington: Indiana University Press.
Quijano, A. (2008), “Coloniality of Power, Eurocentrism and Social Classification,” in Dussel, E., Morena, M., and Juaregui, C. A. (eds.), Coloniaity at Large: Latin America and the Postcolonial Debate, London: Duke University Press.
Sarmiento, D. F. (1998), Facundo or Civilisation and Barbarism, Mary Mann (trans.), New York: Penguin.
Zea, L. (1963), The Latin American Mind, Abbot, J. H. and Dunham, L. (trans.), Norman: University of Oklahoma Press.
Editor information
Copyright information
© 2013 Sara C. Motta and Mike Cole
About this chapter
Cite this chapter
Mansell, J.L. (2013). Naming the World: Situating Freirean Pedagogics in the Philosophical Problematic of Nuestra América. In: Motta, S.C., Cole, M. (eds) Education and Social Change in Latin America. Marxism and Education. Palgrave Macmillan, New York. https://doi.org/10.1057/9781137366634_2
Download citation
DOI: https://doi.org/10.1057/9781137366634_2
Publisher Name: Palgrave Macmillan, New York
Print ISBN: 978-1-349-47933-7
Online ISBN: 978-1-137-36663-4
eBook Packages: Palgrave Education CollectionEducation (R0)