LEADER 03694nam 22007334a 450 001 9910450756703321 005 20200520144314.0 010 $a1-135-60902-0 010 $a1-282-32279-6 010 $a9786612322792 010 $a1-4106-1174-4 035 $a(CKB)1000000000244738 035 $a(EBL)255621 035 $a(OCoLC)475970370 035 $a(SSID)ssj0000237141 035 $a(PQKBManifestationID)11191684 035 $a(PQKBTitleCode)TC0000237141 035 $a(PQKBWorkID)10188282 035 $a(PQKB)10258173 035 $a(MiAaPQ)EBC255621 035 $a(Au-PeEL)EBL255621 035 $a(CaPaEBR)ebr10106640 035 $a(OCoLC)935230985 035 $a(EXLCZ)991000000000244738 100 $a20040107d2005 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aRethinking Freire$b[electronic resource] $eglobalization and the environmental crisis /$fedited by C.A. Bowers, Fre?de?rique Apffel-Marglin 210 $aMahwah, N.J. $cLawrence Erlbaum$d2005 215 $a1 online resource (221 p.) 225 1 $aSociocultural, political, and historical studies in education 300 $aDescription based upon print version of record. 311 $a1-138-86685-7 311 $a0-8058-5114-3 320 $aIncludes bibliographical references and indexes. 327 $aContents; Preface; About the Editors and Contributors; Introduction; 1 From a Pedagogy for Liberation to Liberation From Pedagogy; 2 Nurturance in the Andes; 3 Who Are the Oppressed?; 4 Vernacular Education for Cultural Regeneration: An Alternative to Paulo Freire's Vision of Emancipation; 5 From Conscientization to Interbeing: A Personal Journey; 6 Whose Oppression Is This? The Cultivation of Compassionate Action in Dissolving the Dualistic Barrier; 7 Cease to Do Evil, Then Learn to Do Good (A Pedagogy for the Oppressor) 327 $a8 How the Ideas of Paulo Freire Contribute to the Cultural Roots of the Ecological CrisisAfterword; Author Index; Subject Index 330 $aThis landmark collection of essays by Third World activists highlights two major world changes which, they argue, have been neglected by Freire and his many followers: the Third World grass-roots cultural resistance to economic globalization, and the ecological crisis.One source of the activist-authors' criticisms of Freire's pedagogy is rooted in their attempts to combine consciousness raising with literacy programs in such diverse cultural settings as Bolivia, Peru, India, Southern Mexico, and Cambodia, where they discovered that Freire's pedagogy is based on western assumptions that 410 0$aSociocultural, political, and historical studies in education. 606 $aGlobalization$xEconomic aspects$zDeveloping countries 606 $aEnvironmental degradation$zDeveloping countries 606 $aGlobalization$xSocial aspects$zDeveloping countries 606 $aHuman ecology$xSocial aspects$zDeveloping countries 606 $aEnvironmental education$zDeveloping countries 607 $aDeveloping countries$xEconomic conditions 608 $aElectronic books. 615 0$aGlobalization$xEconomic aspects 615 0$aEnvironmental degradation 615 0$aGlobalization$xSocial aspects 615 0$aHuman ecology$xSocial aspects 615 0$aEnvironmental education 676 $a337/.09172/4 701 $aBowers$b C. A$0877366 701 $aApffel-Marglin$b Fre?de?rique$0375044 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910450756703321 996 $aRethinking Freire$92147210 997 $aUNINA