1. Defining Education and Critical Consciousness Paolo Freire and Peter McLaren

2. Narration Sickness Narrating Subject = Teacher Patient Listening Objects = Students Students as empty vessels or containers Teachers task is to fill those vessels with valuable information – Results in mechanical memorization by students

3. Banking Concept of Education Teacher knows everything, students know nothing Teacher thinks, students are thought about Teacher talks, students listen- meekly Teacher disciplines, students are disciplined Teacher chooses, students comply Teacher chooses the content, students adapt to it Teacher confuses authority of knowledge with own professional authority set in opposition to students’ freedom Teacher as subject of the learning process, students as mere objects of that process.

4. Banking as a Barrier to Critical Consciousness Banking emphasizes adaptation rather than transformation Banking dehumanizes students robbing them of their agency (ability to act) Banking allows no room for student experience or voice Banking supports power and oppression in the classroom and therefore in society

5. Facilitating Critical Consciousness Critical Consciousness: Questioning power in society Requires communication between students and teachers Requires dialogic practices – Teachers are also students – Students are also teachers Teachers and students as legitimate sources of knowledge Students as critical co-investigators with the teacher – Emphasis on critical investigation rather than memorization Emphasis on student voice and relating student experiences to the curriculum

6. Critical Consciousness and Transformation The dialogic process is the transformation of knowledge Transformation in the classroom leads to transformation in society Disruption of power dynamics in the classroom lead to disruption of power dynamics in society Solidarity in the classroom leads to solidarity in society (Solidarity vs. Individualism and Competition)

7. Critical Pedagogy A method of teaching that 1. Facilitates the serious critique of social process 2. Views students as legitimate sources of knowledge 3. Creates a classroom community that disrupts the power dynamics of teachers over students 4. Is dedicated to the eradication of social inequalities including racism, sexism, poverty, heterosexism, and religious intolerance 5. Emphasizes civic action and transformation