Pedagogy of the oppressed (Record no. 16756)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 02060nam a22001937a 4500 |
| 005 - DATE & TIME | |
| control field | 20210716110300.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 210715b2017 ||||| |||| 00| 0 eng d |
| 020 ## - ISBN | |
| International Standard Book Number | 9780241301111 |
| 040 ## - CATALOGING SOURCE | |
| Original cataloging agency | NLUO |
| 041 ## - LANGUAGE | |
| Language | English |
| 082 ## - DDC NUMBER | |
| Classification number | 370.115 |
| Book Number | FRE/PED |
| 100 ## - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Freire, Paulo |
| 245 ## - TITLE STATEMENT | |
| Title | Pedagogy of the oppressed |
| Statement of responsibility, etc. | by Paulo Freire. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) | |
| Place of publication, distribution, etc | UK : |
| Name of publisher, distributor, etc | Penguin Books, |
| Date of publication, distribution, etc | 2017. |
| 300 ## - PHYSICAL DESCRIPTION | |
| Pages | 156 p. |
| 500 ## - GENERAL NOTE | |
| General note | Table of Contents:<br/>Chapter 1. <br/>The Justification for a Pedagogy of the oppressed; the contradiction between the oppressors and the oppressed, and how it is overcome; oppression and the oppressors; oppression and the oppressed; liberation not a gift, not a self-achievement, but a mutual process. <br/>Chapter 2. The "Banking Concept" of Education as an instrument of oppression -<br/>its presuppositions --a critique; the problem-posing concept of education as an instrument for liberation --its presuppositions; the "banking" concept and the teacher-student contradiction; the problem- posing concept and the supersedence of the teacher-student contradiction; education --a mutual process, world-mediated; people as uncompleted beings, conscious of their incompletion, and their attempt to be more fully human. <br/>Chapter 3.<br/>Dialogics -The essence of education as the practice of freedom; dialogics and dialogue; dialogue and the search for programme content; the human-world relationship, "generative themes", and the programme content of education as the practice of freedom; the investigation of "generative themes"; the various stages of the investigation. <br/>Chapter 4: Antidialogics and dialogics as matrices of opposing theories of cultural action --the former as an instrument of oppression and the latter as an instrument of liberation; the theory of anti-dialogical action and its characteristics; conquest, divide and rule, manipulation, and cultural invasion; the theory of dialogical action and its characteristics --cooperation, unity, organization and cultural synthesis.<br/><br/> |
| 650 ## - SUBJECT | |
| Subject | Education--Philosophy. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Koha item type | Book |
| Withdrawn status | Lost status | Source of classification or shelving scheme | Damaged status | Not for loan | Location (home branch) | Sublocation or collection (holding branch) | Date acquired | Koha issues (times borrowed) | Koha full call number | Barcode (Accession No.) | Koha date last seen | Price effective from | Koha item type |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Dewey Decimal Classification | NLUO | NLUO | 15/07/2021 | 370.115 FRE/PED | 15071 | 15/07/2021 | 15/07/2021 | Book |