Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/22621
Appears in Collections:Faculty of Social Sciences Journal Articles
Peer Review Status: Refereed
Title: Reconsidering emancipatory education: Staging a conversation between Paulo Freire and Jacques Rancière
Authors: Galloway, Sarah
Contact Email: s.j.galloway@stir.ac.uk
Keywords: Paulo Freire
Jacques Ranciere
adult education
empowerment
emancipation
educational theory
Issue Date: Apr-2012
Publisher: Wiley-Blackwell for the Board of Trustees of University of Illinois
Citation: Galloway S (2012) Reconsidering emancipatory education: Staging a conversation between Paulo Freire and Jacques Rancière, Educational Theory, 62 (2), pp. 163-184.
Abstract: In this essay Sarah Galloway considers emancipation as a purpose for education through examining the theories of Paulo Freire and Jacques Ranci` ere. Both theorists are concerned with the prospect of distinguishing between education that might socialize people into what is taken to be an inherently oppressive society and education with emancipation as its purpose. Galloway reconstructs the theories in parallel, examining the assumptions made, the processes of oppression described, and the movements to emancipation depicted. In so doing, she argues that that the two theorists hold a common model for theorizing oppression and emancipation as educational processes, distinguished by the differing assumptions they each make about humanity, but that their theories ultimately have opposing implications for educational practices. Galloway further maintains that Freire and Ranci`ere raise similar educational problems and concerns, both theorizing that the character of the relations among teachers, students, and educational materials is crucial to an emancipatory education. Galloway's approach allows discussion of some of the criticisms that have been raised historically about Freire's theory and how these might be addressed to some degree by Ranciere's work. Taking the two theories together, she argues that the possibility for an emancipatory education cannot be ignored if education is to be considered as more than merely a process of passing down the skills and knowledge necessary in order to socialize people into current society.
Type: Journal Article
URI: http://hdl.handle.net/1893/22621
DOI Link: http://dx.doi.org/10.1111/j.1741-5446.2012.00441.x
Rights: This is the peer reviewed version of the following article: Galloway, S. (2012), Reconsidering Emancipatory Education: Staging a Conversation Between Paulo Freire and Jacques Rancière. Educational Theory, 62: 163–184. doi: 10.1111/j.1741-5446.2012.00441.x, which has been published in final form at http://onlinelibrary.wiley.com/doi/10.1111/j.1741-5446.2012.00441.x/full. This article may be used for non-commercial purposes in accordance With Wiley Terms and Conditions for self-archiving.
Affiliation: Education

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