Seminar+of+the+Oppressed

**// Seminar for the Oppressed //**

** A Multicultural Literacy Presentation ** ** Starring ECI 745 **

Post your product theme/session title and descriptor on the class wiki and be prepared to present a 3-5 minute portion of your “imagined” session. With your permission, all work will be presented for review (and hopefully publishing) to the Freire website to celebrate the 40th Anniversary of //Pedagogy of the Oppressed//! See [] for additional details. **// Seminar for the Oppressed //**
 * Description: ** Twelve graduate students at North Carolina State have embarked on creating a seminar based on the philosophy of **Paulo Freire**, a Brazilian philosopher, educator, and advocate for the oppressed people of our society. We present twelve multicultural sessions in this seminar that will enhance the social, cultural and/or pedagogical knowledge of administrators, teachers, activists and/or those concerned about the well-being of the oppressed.
 * Purpose ** : // Seminar for the Oppressed // is designed to be a one-day seminar filled with the brightest minds of our time! Using skill, talent, humor, wit and craft in **poetry, drama, music, discussion, lecture, group activity, and other mediums**, twelve oppressed leaders will take you on a journey through one of the most “revolutionary” pedagogies of our time!
 * Directions: ** How would you present Freire’s book to a group of eager, fresh literacy teachers and “old-school” administrators as well as impress advocates and revive teachers of the oppressed? Using your private/professional definition of //literacy//, please **read** and **present** your assigned pages of Freire’s (1993) //Pedagogy of the Oppressed// __in a manner that pleases you__. Include a 50-word (or less) description of your proposed session.

|| **ECI 745 Presenter ****(2000 VERSION) **

In this section, we are challenged to “recapture the loss of our dignity as human beings” (Freire, 1970, p. 25). This challenge applies to the both the oppressor and the oppressed. Education is the primary means through which this revolutionary change is possible. We will chat about how this can be true. ||
 * **Reference Pages ** || **Sessions ** ||
 * **Tanya **
 * Watson ** || **17-24 ** || **Title: **** Conjuring Up the Spirit of Freire **
 * Manner: **** Drama **
 * Description: **** This session will include a 5-minute read-aloud script for the educator/session leader to use to introduce the seminar. The content will capture Freire’s preface, stance on freedom, and purpose for the book. ** ||
 * **Melissa Pendleton ** || **25-35 **
 * (43-53) ** || **<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">Title: Position of Power **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">Manner: Lecture **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">Description: **
 * **<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">Brady Kocher ** || **<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">36-46 **

In this section, Freire introduces the term **__critical consciousness__**. The fear of critical conscious and the resulting awareness that it may cause have caused much debate on whether this type of enlightenment would be productive or create utter chaos. According to Freire, “critical consciousness leads the way to expression of social discontent (pg.36)”. Helping those recognize the value of freedom by first exposing sectarianism as it continues to control the oppressed. || <span style="font-family: Calibri,sans-serif;">**[|Pedagogy of the Oppressed Wordle]**
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">(54-64) ** || **<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">Title: Critical Consciousness **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">Manner: Lecture **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">Description: **
 * **<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">Tanya Watson ** || **<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">47-51 **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">(65-70) ** || **<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">Title: **
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 * **<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">Pamela **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">Pittman ** || **<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">52-62 **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">(71-81) ** || **<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">Title: Using Dialogue for Liberation/The Banking Concept of Education **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">Manner: Wordle and Poem **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">Description: **<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">In this section, there are two ideas presented. First, that liberation of the oppressed begins with true dialogue, coupled with action and reflection, in order to incite committed involvement in the struggle to be human. Second, the banking concept of education in which the depositor (teacher) deposits knowledge into the depository (student), thus maintaining the status quo of society. ||
 * **<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">Tanya **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">Watson ** || **<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">63-67 **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">(82-86) ** || **<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">Title: **
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 * **<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">Nicole Nesheim ** || **<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">68-78 **

<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">**Description:** In this session, we will examine Freire's thoughts on how the oppressors attempt to "destroy in the oppressed their quality as 'considerers' of the world. Since the oppressors cannot totally achieve this destruction, they must mythicize the world" (2011, p. 139). || http://prezi.com/ktbptaxhtczx/manipulation/?auth_key=ad725ed97f4e9e74b29359e4386baac5b603b3b0
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">(87-97) ** || **<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">Title: The Importance of Dialogue **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">Manner: [|Prezi Presentation] **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">Description: An overview of how Friere defines dialogue, as well as the conditions that must be set in place to facilitate true, transformational dialogue. We will apply this knowledge to the classroom setting in order to identify ways in which the teacher can break the traditional, oppressive role in the classroom. ** ||
 * **<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">Amy Mattingly ** || **<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">79-89 **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">(98-108) ** || **<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">Title: A Comparison of Animal and People/Generative Themes in the Human-World Relationship **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">Manner:Comparison PowerPoint and Flowchart **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">Description: We will examine the ways people are unique when compared to animals. We will also explore how we approach coded situations and move through the decoding process to acting. The "generative themes" make up the people's "thematic universe (p. 96)." ** ||
 * **<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">Meghan Liebfreund ** || **<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">90-100 **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">(109-119) ** || **<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">Title: Generative Themes: Methodology of the Investigation **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">Manner: Graphic Representation **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">Description: This is an "A with B" process in which people work together to identify and solve community problems. ** ||
 * **<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">Tanya Watson ** || **<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">101-105 **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">(120-124) ** || **<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">Title: **
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 * **<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">Mark **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">Spring ** || **<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">106-116 **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">(125-135) ** || **<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">Title: **
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 * **<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">Christine Christianson ** || **<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">117-127 **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">(136-146) ** || **<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">Title: Conqueror and the conquered: Divide and Rule **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">Manner: Found poem **
 * **<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">Sarah Cannon ** || **<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">128-138 **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">(147-157) ** || **<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">Title: Manipulation and Cultural Invasion (Pt. 1) **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">Manner: **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">Description: **<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;"> Friere expounds on two more ways the oppressors maintain power - manipulation and cultural invasion. In manipulation, the elite feed lies to the oppressed to make them feel that they, too, can ascend to the top of the individuals' food chain. The culture becomes one of individuality, ignorance, and greed as illustrated in the Prezi. In Cultural Invasion, the conquerers force all people to assimilate to the culture in power. ||
 * **<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">Clarice Moran ** || **<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">139-149 **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">(158-168) ** || **<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">Title: **//<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">To Conquer and Divide: A Visual Look at Oppression //
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">Manner: **<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">//Photostory//
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">Description: **<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">//In this section of __Pedagogy of the Oppressed__, Friere gives a stark description of the means the oppressors use to subjugate others. Through a strategy of "divide and rule" (1970, pp. 141-147), the oppressors manage a "conquest" of their subjects (1970, pp. 138-141). The Photostory will offer a visual text to better understand and synthesize this process.// ||
 * **<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">April **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">Scott ** || **<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">150-160 **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">(169-179) ** || **<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">Title: **
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 * **<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">Tanya Watson ** || **<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">161-164 **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">(180-183) ** || **<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">Title: **
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