Paulo Freire, or Pedagogy as the Space and Time of PossibilityReading Freire and Habermas: Critical Pedagogy and Transformative Social Change by Raymond  Morrow and Carlos Alberto  Torres. New York: Columbia University, Teacher's College Press, 2002. 211 pp. $26.95 (paper). ISBN 0‐8077‐4202‐3.Reinventing Paulo Freire: A Pedagogy of Love by Antonia  Darder. Boulder, Colo.: Westview Press, 2002. 274 pp. $27.50 (paper). ISBN 0‐8133‐3968‐5.The Freirean Legacy: Educating for Social Justice edited by Judith J.  Slater, Stephen M.  Fain, and Cesar A.  Rossatto. New York: Peter Lang, 2002. 226 pp. $29.95 (paper). ISBN 0‐8204‐5671‐3.

2003 ◽  
Vol 47 (3) ◽  
pp. 321-328 ◽  
Author(s):  
António Teodoro
Keyword(s):  
New York ◽  
Social Justice ◽  
Social Change ◽  
Critical Pedagogy ◽  
Paulo Freire ◽  
Columbia University ◽  
Space And Time

scholarly journals Dialogic & Critical Pedagogies: An Interview with Ira Shor

2017 ◽  
Vol 5 ◽  
Author(s):  
Ira Shor ◽  
Eugene Matusov ◽  
Ana Marjanovic-Shane ◽  
James Cresswell
Keyword(s):  
New York ◽  
Critical Pedagogy ◽  
Critical Literacy ◽  
Paulo Freire ◽  
Central Feature ◽  
Community Members ◽  
Dialogic Pedagogy ◽  
Language And Thought ◽  
Wide Range ◽  
Critical Pedagogies

In 2016, the Main Editors of Dialogic Pedagogy Journal issued a call for papers and contributions to a wide range of dialogic pedagogy scholars and practitioners. One of the scholars who responded to our call is famous American educator Ira Shor, a professor at the College of Staten Island, City University of New York. Shor has been influenced by Paulo Freire with whom he published, among other books, “A Pedagogy for Liberation” (1986), the very first “talking book” Freire did with a collaborator. His work in education is about empowering and liberating practice, which is why it has become a central feature of critical pedagogy.Shor’s work has touched on themes that resonate with Dialogic Pedagogy (DP). He emphasises the importance of students becoming empowered by ensuring that their experiences are brought to bear. We were excited when Shor responded to our call for papers with an interesting proposal: an interview that could be published in DPJ, and we enthusiastically accepted his offer. The DPJ Main Editors contacted the DPJ community members and asked them to submit questions for Ira. The result is an exciting in-depth interview with him that revolved around six topics: (1) Social Justice; (2) Dialogism; (3) Democratic Higher Education; (4) Critical Literacy versus Traditional Literacy; (5) Paulo Freire and Critical Pedagogy; and (6) Language and Thought. Following the interview, we reflect on complimentary themes and tensions that emerge between Shor’s approach to critical pedagogy and DP.

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