Date of Award
2011
Document Type
Thesis
Degree Name
Master of Arts in English Composition
Department
English
First Advisor
Glascott, Brenda
Second Advisor
Boland, Mary
Third Advisor
Rhodes, Jacqueline
Abstract
The goal of this project is to reconsider the ways in which liberatory and/or critical pedagogy, and its desire to combat the "banking" method of education, can unintentionally create some of the same institutional and ideologically oppressive classroom conditions that more traditional methods of instruction have been charged with creating. This thesis first discusses the origins of liberatory pedagogy and its effect upon education, the writing classroom, and critical pedagogues.
Recommended Citation
Shinn, Joshua Daniel, "Liberation is not always so liberating: Rethinking Paulo Freire's critical pedagogy for the writing classroom" (2011). Theses Digitization Project. 3918.
https://scholarworks.lib.csusb.edu/etd-project/3918
