Episode #210 ... The Pedagogy of the Oppressed (Paulo Freire, Education)

Profectus | The Paper Pilot

The Paper Pilot's digital garden of thoughts on philosophy, politics, and sociology

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Education | The Paper Pilot

The Paper Pilot's digital garden of thoughts on philosophy, politics, and sociology

Information Access of the Oppressed: Freirean Design for Emancipatory Information Access

Online information access (IA) platforms are targets of authoritarian capture. We explore the question of how to safeguard our platforms and ensure emancipatory outcomes through the lens of Paulo Freire's theories of emancipatory pedagogy. Freire's theories provide a radically different lens for exploring IA's sociotechnical concerns relative to the current dominating frames of fairness, accountability, and transparency. We make explicit, with the intention to challenge, the technologist-user dichotomy in IA platform development that mirrors the teacher-student relation in Freire's analysis. By extending Freire's analysis to IA, we critique the technologists-as-liberator frame where it is the burden of (altruistic) technologists to mitigate the risks of emerging technologies for marginalized communities. Instead, we advocate for Freirean Design whose goal is to structurally expose the platform for co-option and co-construction by community members in aid of their emancipatory struggles.

Standardized Education | The Paper Pilot

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É o custo de vida!

52Textos Blambers Blogs Blumenberg Bourdieu Brasil China Comunicação Comunidade Comunismo contos Desaparecer Economia Educação Eleições Escrita Existencialismo Federação Filosofia Ideologia Inteligência Artificial Internet Manifesto Manual Matrix Mensageria Mito Moda Música Neoliberalismo Neurodivergência Oligarquia Pessoal Poesia Política Políticas Públicas Publicidade Redes sociais Religião Saúde mental Sociedade de Consumo Sociologia Trabalho Urbanismo Walter Benjamin

Information Access of the Oppressed: A Problem-Posing Framework for Envisioning Emancipatory Information Access Platforms

Online information access (IA) platforms are targets of authoritarian capture. These concerns are particularly serious and urgent today in light of the rising levels of democratic erosion worldwide, the emerging capabilities of generative AI technologies such as AI persuasion, and the increasing concentration of economic and political power in the hands of Big Tech. This raises the question of what alternative IA infrastructure we must reimagine and build to mitigate the risks of authoritarian capture of our information ecosystems. We explore this question through the lens of Paulo Freire's theories of emancipatory pedagogy. Freire's theories provide a radically different lens for exploring IA's sociotechnical concerns relative to the current dominating frames of fairness, accountability, confidentiality, transparency, and safety. We make explicit, with the intention to challenge, the dichotomy of how we relate to technology as either technologists (who envision and build technology) and its users. We posit that this mirrors the teacher-student relationship in Freire's analysis. By extending Freire's analysis to IA, we challenge the notion that it is the burden of the (altruistic) technologists to come up with interventions to mitigate the risks that emerging technologies pose to marginalized communities. Instead, we advocate that the first task for the technologists is to pose these as problems to the marginalized communities, to encourage them to make and unmake the technology as part of their material struggle against oppression. Their second task is to redesign our online technology stacks to structurally expose spaces for community members to co-opt and co-construct the technology in aid of their emancipatory struggles. We operationalize Freire's theories to develop a problem-posing framework for envisioning emancipatory IA platforms of the future.

Video Essays | The Paper Pilot

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Toward a Theory of Culturally Relevant Pedagogy

In the midst of discussions about improving education, teacher education, equity, and diversity, little has been done to make pedagogy a central area of investigation. This article attempts to challenge notions about the intersection of culture and teaching that rely solely on microanalytic or macroanalytic perspectives. Rather, the article attempts to build on the work done in both of these areas and proposes a culturally relevant theory of education. By raising questions about the location of the researcher in pedagogical research, the article attempts to explicate the theoretical framework of the author in the nexus of collaborative and reflexive research. The pedagogical practices of eight exemplary teachers of African-American students serve as the investigative “site.” Their practices and reflections on those practices provide a way to define and recognize culturally relevant pedagogy.

Child Free | The Paper Pilot

The Paper Pilot's digital garden of thoughts on philosophy, politics, and sociology

Decentralized Education | The Paper Pilot

The Paper Pilot's digital garden of thoughts on philosophy, politics, and sociology

Anarchism and Education

Judith Suissa Anarchism and Education A Philosophical Perspective 2006