Question: What are the main ideas in Freire’s ’Pedagogy of the Oppressed’? How can we apply this theory to our own work as activists working towards social justice and social change?900 words I have attached the example the instruction and the folder of Freire’s ’Pedagogy of the Oppressed’
Question: What are the main ideas in Freire’s ’Pedagogy of the Oppressed’? How can we apply this theory to our own work as activists working towards social justice and social change? 900 words I have
Asse ssm ent 1 – 1 9316736 by R ach ael R ae S ubm is sio n d ate : 24-A ug-2 019 0 2:1 1P M ( U TC +1000) S ubm is sio n ID : 1162898344 F ile n am e: Assig nm ent_ 1_-_ pedagogy_ of_ th e_oppre sse d.d ocx (2 2.3 3K ) W ord c o unt: 1316 C hara cte r c o unt: 7559 Fabulo us in tr o ! (2 000) out (2 000) s ; OM G, R ach ael. .. B rillia ntly put! Spot on! Spellin g 1 2 (2 019) Fabulo us! Gre at c rit ic a l s e lf – re fle ctio n, R ach ael. Exce lle nt! 3 What c a n I sa y… ju st brillia nt! so tr u e… lo ve th at quote ! Yes!! d Dear R ach ael Wow … ju st w ow ! W hat a n a bso lu te g em th is w as to r e ad! A s o phis tic a te d a nd v e ry w ell- a rg ued a naly sis th at was a ls o s im ult a neously w rit te n in a c ry sta l- c le ar a nd flo w in g s ty le . Y ou h ave a v e ry fin e a naly tic a l m in d a nd y o u a ls o h ave th e c a pacit y to s p eak/w rit e s im ply a nd c le arly – a r a re c o m bin atio n. I a m s o h appy to s e e th at y o u a ls o c o nsu lt e d A borig in al lit e ra tu re ( w rit te n b y a n A borig in al r e se arc h er) to s u pport y o ur d is cu ssio n in r e la tio n to th e o ppre ssio n a nd lib era tio n o f Aborig in al p eople . T his is a M UST s o to m in im is e fu rth er o ppre ssio n o f g ra ssro ots a nd A borig in al v o ic e s, a s y o u s o elo quently s ta te d w it h in y o ur p aper a s w ell. C ongra ts , R ach ael. Best w is h es fo r y o ur s tu die s a nd m any s o cia l ju stic e in vo lv e m ents 🙂 Nic ky Rese arc h : 1 0 C onte nt: 1 0 S tr u ctu re : 9 QM FIN AL G RAD E 2 9 /3 0 Asse ssm ent 1 – 1 9316736 GRAD EM AR K R EPO RT GEN ER AL C O M MEN TS In str u cto r PAG E 1 Text C om men t. Fabulo us in tr o ! Text C om men t. (2 000) Text C om men t. out Text C om men t. (2 000) Text C om men t. s Text C om men t. ; Text C om men t. OM G, R ach ael. .. B rillia ntly p ut! PAG E 2 Text C om men t. Spot o n! Spellin g You n eed to r u n a s p ell- c h eck o n y o ur w ork a nd c h eck th e s p ellin g o f y o ur r e fe re nce s c a re fu lly . Y ou will a ls o n eed to m anually p ro of- re ad y o ur w ork A FTE R y o u r u n a s p ell- c h eck b eca use s o m etim es word s a re a uto -c o rre cte d in co rre ctly . V is it th e ‘F in is h in g a nd s u bm it tin g’ s e ctio n o f th e S tu dy S m art websit e ( http ://w este rn syd ney.e du.a u/s tu dysm art/h om e/a ssig nm ent_ help /w rit in g ) a nd d ow nlo ad th e re so urc e s o n E dit in g ( http ://w este rn syd ney.e du.a u/_ _data /a sse ts /p df_ file /0 005/1 082480/E dit in g.p df ) and P ro ofr e adin g ( http ://w este rn syd ney.e du.a u/_ _data /a sse ts /p df_ file /0 010/1 082683/P ro ofr e adin g.p df ). Com men t 1 Who? F alz o n? Com men t 2 When c it in g a d ir e ct q uote , p le ase a dd th e p age n um ber o r s e ctio n n um ber w it h in th e in -te xt c it a tio n. Text C om men t. (2 019) Text C om men t. Fabulo us! Text C om men t. Gre at c rit ic a l s e lf – re fle ctio n, R ach ael. Text C om men t. Exce lle nt! Com men t 3 FY I The te rm s ‘ In dig en ous ‘ a nd ‘ Aborig in al (s )’ s h ould a lw ays b e cap it a lis ed when r e fe rrin g to In dig en ous Austr a lia ns a nd A ustr a lia n. U nle ss when u se d in a g enera l s e nse to r e fe r to th e orig in al in habi PAG E 3 Text C om men t. What c a n I s a y… ju st b rillia nt! Text C om men t. so tr u e… lo ve th at q uote ! Text C om men t. Yes!! Text C om men t. d PAG E 4 Text C om men t. Dear R ach ael Wow … ju st w ow ! W hat a n a bso lu te g em th is w as to r e ad! A s o phis tic a te d a nd v e ry w ell- a rg ued a naly sis th at w as a ls o s im ult a neously writ te n in a c ry sta l- c le ar a nd flo w in g s ty le . Y ou h ave a v e ry fin e a naly tic a l m in d a nd yo u a ls o h ave th e c a pacit y to s p eak/w rit e s im ply a nd c le arly – a r a re c o m bin atio n. I a m so h appy to s e e th at y o u a ls o c o nsu lt e d A borig in al lit e ra tu re ( w rit te n b y a n A borig in al re se arc h er) to s u pport y o ur d is cu ssio n in r e la tio n to th e o ppre ssio n a nd lib era tio n o f Aborig in al p eople . T his is a M UST s o to m in im is e fu rth er o ppre ssio n o f g ra ssro ots a nd Aborig in al v o ic e s, a s y o u s o e lo quently s ta te d w it h in y o ur p aper a s w ell. C ongra ts , Rach ael. Best w is h es fo r y o ur s tu die s a nd m any s o cia l ju stic e in vo lv e m ents 🙂 Nic ky Rese arc h : 1 0 C onte nt: 1 0 S tr u ctu re : 9 RUBR IC : C SA C RIT IC AL R EVIE W RESEAR CH FA IL (4 ) PASS (6 ) CRED IT (7 ) DIS TIN CTIO N (8 ) HIG H D IS TIN CTIO N (1 0) CO NTE N T FA IL (4 ) PASS (6 ) CRED IT (7 ) DIS TIN CTIO N (8 ) HIG H D IS TIN CTIO N (1 0) ORG AN IS ATIO N FA IL 28 / 3 0 10 / 1 0 1. N o r e le va nt r e se arc h 2 . N o u nders ta ndin g o f th e fr a m ew ork s in th e le ctu re s, w ork sh ops and R eco m mended R eadin gs a nd R eso urc e s in to th e C rit ic a l R evie w . 3 . R ese arc h h as not b een u se d to d eve lo p a rg um ent/s u pport k e y p oin ts . 1. M in im al r e se arc h 2 M in im al u nders ta ndin g o r in co rp ora tio n o f th e fr a m ew ork s in th e le ctu re s, w ork sh ops a nd R eco m mended R eadin gs a nd R eso urc e s in to th e C rit ic a l Revie w . 3 . H as a tte m pte d to u se r e se arc h to d eve lo p a rg um ent/s u pport k e y p oin ts . 1. H as r e se arc h ed c a re fu lly . 2. H as in co rp ora te d a nd u tilis e d th e fr a m ew ork s in th e le ctu re s, w ork sh ops a nd R eco m mended R eadin gs a nd R eso urc e s in to th e C rit ic a l Revie w . 3 . H as a tte m pte d to u se r e se arc h to d eve lo p th e m ajo rit y o f th e arg um ent/s u pport k e y p oin ts . 1. H as r e se arc h ed w id ely , c a re fu lly a nd c re ativ e ly . 2 . C rit ic a lly in co rp ora te d a nd u tilis e d th e fr a m ew ork s in th e le ctu re s, w ork sh ops a nd R eco m mended R eadin gs a nd R eso urc e s in to th e C rit ic a l R evie w . 3 . R ese arc h h as b een u se d to c rit ic a lly d eve lo p arg um ent/s u pport k e y p oin ts . 1. H as r e se arc h ed w id ely , c a re fu lly a nd c re ativ e ly 2 . C rit ic a lly in co rp ora te d a nd u tilis e d th e fr a m ew ork s in th e le ctu re s, w ork sh ops a nd R eco m mended R eadin gs a nd R eso urc e s in to th e C rit ic a l R evie w . 3 . R ese arc h h as b een u se d to c rit ic a lly & c o nvin cin gly d eve lo p arg um ent/s u pport k e y p oin ts . 10 / 1 0 1. H as n ot a nsw ere d th e q uestio ns. 2 . H as n ot lin ke d F re ir e ’s th eory to o ur o w n w ork . 1. H as a tte m pte d to a nsw er th e q uestio ns. 2 . H as a tte m pte d to m ake th e lin k b etw een Fre ir e ’s th eory a nd a pplic a tio n to o ur o w n w ork . 1. H as a nsw ere d th e q uestio ns, a nd c le arly in tr o duce d & c rit ic a lly e ngaged w it h r e le va nt id eas fr o m F re ir e ’s w ork . 2 . H as a tte m pte d to c rit ic a lly a nd c o nvin cin gly m ake th e lin k betw een F re ir e ’s th eory a nd a pplic a tio n to o ur o w n w ork . 1. H as a nsw ere d th e q uestio ns, a nd c le arly in tr o duce d & c rit ic a lly e ngaged w it h r e le va nt id eas fr o m F re ir e ’s w ork . 2 . H as c rit ic a lly a nd c o nvin cin gly m ade th e lin k b etw een F re ir e ’s th eory a nd a pplic a tio n to o ur o w n w ork . 1. H as a nsw ere d th e q uestio ns, a nd c le arly in tr o duce d & c rit ic a lly e ngaged w it h r e le va nt id eas fr o m F re ir e ’s w ork . 2 . H as c rit ic a lly a nd c o nvin cin gly m ade th e lin k b etw een F re ir e ’s th eory a nd a pplic a tio n to o ur o w n w ork . 8 / 1 0 1. H as w rit te n a n u nsa tis fa cto ry C rit ic a l R evie w . 2. P oorly s tr u ctu re d. 3. P oorly w rit te n 4. (4 ) PASS (6 ) CRED IT (7 ) DIS TIN CTIO N (8 ) HIG H D IS TIN CTIO N (1 0) No o r m in im al r e fe re nce lis t. 1. H as w rit te n a s a tis fa cto ry C rit ic a l R evie w . 2 . H as a tte m pte d to s tr u ctu re c a re fu lly a nd arra nge p oin ts lo gic a lly 3. Is w rit te n in a s a tis fa cto ry m anner. 4 . H as p ro vid ed a r e fe re nce lis t 1. H as w rit te n a s o lid C rit ic a l R evie w . 2 . H as c le arly in tr o duce d th e R evie w , s tr u ctu re d ca re fu lly a nd a rra nged p oin ts lo gic a lly 3. Is w ell w rit te n w it h in th e 9 00-w ord lim it 4 . H as pro vid ed a r e fe re nce lis t w it h m in im al m is ta ke s, u tilis in g H arv a rd s yste m . 1. H as w rit te n a n o uts ta ndin g C rit ic a l R evie w . 2 . H as c le arly in tr o duce d th e R evie w , str u ctu re d c a re fu lly a nd a rra nged p oin ts lo gic a lly 3. Is w ell w rit te n w it h in th e 9 00-w ord lim it 4. H as p ro vid ed a d eta ile d r e fe re nce lis t w it h m in im al m is ta ke s, u tilis in g H arv a rd s yste m . 1. H as w rit te n a n o uts ta ndin g C rit ic a l R evie w . 2 . H as c le arly in tr o duce d th e R evie w , str u ctu re d c a re fu lly a nd a rra nged p oin ts lo gic a lly 3. Is b eautif u lly w rit te n w it h in th e 9 00- word lim it 4 . H as p ro vid ed a d eta ile d r e fe re nce lis t, u tilis in g H arv a rd s yste m .
Question: What are the main ideas in Freire’s ’Pedagogy of the Oppressed’? How can we apply this theory to our own work as activists working towards social justice and social change? 900 words I have
Weight: 30%Word limit: 900 wordsType of Collaboration: IndividualDue: Week 4, 11:59pm 14th August 2020 Question: What are the main ideas in Freire’s ’Pedagogy of the Oppressed’? How can we apply this theory to our own work as activists working towards social justice and social change? 1. What are the main ideas of Freire’s ’Pedagogy of the Oppressed’? Introduce your argument with a brief outline of the aspects of Freire’s writing that you found most relevant and inspiring. This need only be a short paragraph (200-300 words). the main argument of Freiters (2000) is how humanization leads at once to the recognition of dehumanization, which marks not only those whose humanity has been stolen, but also (though in a different way) those who have stolen it, is a distortion of the vocation of becoming more fully human. this book has become one of the most books that inspires for social change. this essay will explore the main ideas of Freire on his text of ’Pedagogy of the Oppressed’, Humanization has contributed at once to the recognition of dehumanisation, which is a distortion of the vocation of becoming more fully human,  not only of those whose humanity has been stolen, but also (though in a different way) of those who have stolen it 2. How can we apply this theory to our own work as activists working towards social justice and social change? (600- 700 words). Understanding theories of social change and applying these theories is what this unit is all about. You need to think about how we use theory to underpin our involvement in bringing about social change through collective action. Freire is concerned with social inequality, oppression and how to transform our world. He urges us to ‘unveil oppression and through praxis commit to transformation’ and ‘fight to be human, to take away the oppressor’s power to oppress’. He encourages us to think about the ways the system creates, reinforces and perpetuates the power of the oppressors, through dehmumanising the oppressed. The only way society can be transformed is if the oppressed lead the way. We need to understand and utilise experiences of powerlessness, exploitation and inequality and work collectively for transformative action to regain humanity and ultimately freedom. The readings demonstrate the ways that others have been inspired and drawn of Freire’s work. In the reading below, Smith powerfully demonstrates how First Nations people have taken up this challenge and are leading us all towards social transformation. She assists us to think about the ways we can understand colonisation and the impact on First Nations peoples and how we can listen, join and act towards collective transformation. The Falzon reading, demonstrates ways of framing our work towards transformation. These authors demonstrate how you can apply these theories to your own work.




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