By: Kelsey, Alex, Justin, Christy, and Adam

Paulo Friere ( ) Pedagogy of the Opressed

 1. Theory of Value: What knowledge and skills are worthwhile learning? What are the goals of education?  2. Theory of Knowledge: What is knowledge? How is it different from belief? What is a mistake? What is a lie?  3. Theory of Human Nature: What is a human being? How does it differ from other species? What are the limits of human potential?  4. Theory of Learning: What is learning? How are skills and knowledge acquired?

 5. Theory of Transmission: Who is to teach? By what methods? What will the curriculum be?  6. Theory of Society: What is society? What institutions are involved in the educational process?  7. Theory of Opportunity: Who is to be educated? Who is to be schooled?  8. Theory of Consensus: Why do people disagree? How is consensus achieved? Whose opinion takes precedence?

  New Zealand novelist and teacher  Educator of Maori children

 Two Vents Philosophy- Children Can Be Discouraged From Socially Unacceptable Behavior By Stimulating Creativity  “ I see the mind of a five-year old as a volcano with two vents; destructiveness and creativeness. And I see that to the extent that we widen the creative channel, we atrophy the destructive one.” Teacher P.36  Organic Learning- Teaching Students to read by relating back to their own experiences and daily life as illustrated in her book “Teacher”.  Worked with Maori children and developed her philosophy of Organic Learning

 ReReceived his bachelors in Elementary Education and Social Science from Chicago’s Teacher College  Received his Master’s and Ph.D from Michigan State University  Currently a professor at the University of Washington in Seattle, continuing to develop ideas and methods used for multicultural education  nowned leader in multicultural studies detail.aspx?entryID=4682

 Multicultural education as an idea, an educational reform movement, and a process (Banks)  James A. Banks has written almost 20 books in multicultural education and social studies education, and has written over 100 articles.  Banks has aimed to develop knowledge, attitudes, and skills in diverse students to become effective citizens in a multicultural nation and a diverse world.

Center for Multicultural Education Center for Multicultural Education College of Education University of Washington, Seattle Banks joined the faculty of the UW College of Education in 1969 Center for Multicultural Education  EDC&I 474 Multi-Ethnic Studies: Methods, Content,  EDC&I 505 Multicultural Education Across Nations: Policy and Curriculum Issues and Materials  EDC&I 569 Educating Ethnic Minority Youths  EDC&I 574 Race, Gender, and Knowledge Construction: Curriculum Considerations