Top 755 Pedagogy Of The Oppressed Quotes & Sayings

It is bad to be oppressed by a minority, but it is worse to be oppressed by a majority. For there is a reserve of latent power in the masses which, if it is called into play, the minority can seldom resist. But from the absolute will of an entire people there is no appeal, no redemption, no refuge but treason.

I'm trying to make people understand: yes, women are oppressed in 'The Handmaid's Tale.' But the men are also oppressed, too. It's just a very scary world for anyone.

Pedagogy of the Oppressed resonated with progressive educators, already committed to a 'child-centered' rather than a 'teacher-directed' approach to classroom instruction. Freire's rejection of teaching content knowledge seemed to buttress what was already the ed schools' most popular theory of learning, which argued that students should work collaboratively in constructing their own knowledge and that the teacher should be a 'guide on the side,' not a 'sage on the stage.'

I find it really unique that the black community, who has been oppressed and is still oppressed, can find a way to oppress themselves, and ourselves, within it.

It is bad to be oppressed by a minority, but it is worse to be oppressed by a majority.

This pedagogy makes oppression and its causes objects of reflection by the oppressed, and from that reflection will come their necessary engagement in the struggle for their liberation. And in the struggle this pedagogy will be made and remade

God wants to set the oppressed free from being oppressed and the oppressors free from oppressing.

Nobody in this country goes around saying: 'I'm feeling very oppressed by the E.U.' Well, one or two people do, but they're a bit odd. Ultimately, if they're getting oppressed by the E.U., they're going to start to feel oppressed by something else and just switch to a new subject of oppression.

Transformation is only valid if it is carried out with the people, not for them. Liberation is like a childbirth, and a painful one. The person who emerges is a new person: no longer either oppressor or oppressed, but a person in the process of achieving freedom. It is only the oppressed who, by freeing themselves, can free their oppressors.

If you have a more oppressed Internet, you have a more oppressed society.

What happens with identity politics sometimes is there's a competition among the oppressed: You're more oppressed than me and if not, then unfortunately you may not receive as much attention. What we need to do is make sure we're focusing on what our core American values are, and ensure that everyone feels as though we are in this together.

At the end of the day it doesn't matter which group is most oppressed or whether they are identically oppressed, what matters is that no group be oppressed.

A status not freely chosen or entered into by an individual or a group is necessarily one of oppression and the oppressed are by their nature (i.e., oppressed) forever in ferment and agitation against their condition and what they understand to be their oppressors. If not by overt rebellion or revolution, then in the thousand and one ways they will devise with and without consciousness to alter their condition

In a sense, all of my books have been about a 'poisonous pedagogy,' which engenders a culture of obedience, this underlying theme of patriarchal systems.

Whether we're talking about race or gender or class, popular culture is where the pedagogy is, it's where the learning is.

Women are the only 'oppressed' group that is able to buy most of the $10 billion worth of cosmetics each year; the only oppressed group that spends more on high fashion, brand-name clothing than its oppressors; the only oppressed group that watches more TV.

The racism is so profound and the recognition - the kind of deep recognition that you have to humiliate. It's not about to killing or torture. It's to humiliate. So the oppressed feel degraded. And both the oppressed understand and the oppressors understand. It's constant.

I want my children - I want Malia and Sasha - to understand that they've got responsibilities beyond just what they themselves have done. That they have a responsibility to the larger community and the larger nation, that they should be sensitive to and extra thoughtful about the plight of people who have been oppressed in the past, are oppressed currently.

It is very challenging to have a kind of data-driven, performance-oriented culture and to do progressive pedagogy. These things don't naturally, or easily, go together.

I do not like the way oppressed Filipinos are being treated now. They are oppressed and have no one to turn to.

Ironically, when I've asked my straight friends to join me in hanging a rainbow flag, they answer, 'But someone might think we're gay,' not realizing that is exactly the point. To be mistaken for the oppressed is to momentarily become the oppressed.

Proper history teaching is being crushed under the weight of play-based pedagogy which infantilises children, teachers and our culture.

Women are oppressed in the east, in the west, in the south, in the north. Women are oppressed inside, outside home, a woman is oppressed in religion, she is oppressed outside religion.

The true teachers and educators are not those who have learned pedagogy as the science of dealing with children, but those in whom pedagogy has awakened through understanding the human being.

My philosophy is such that I am not going to vote against the oppressed. I have been oppressed, and so I am always going to have avote for the oppressed, regardless of whether that oppressed is black or white or yellow or the people of the Middle East, or what. I have that feeling.

How can the oppressed, as divided, unauthentic beings, participate in developing the pedagogy of their liberation? Only as they discover themselves to be 'hosts' of the oppressor can they contribute to the midwifery of their liberating pedagogy. As long as they live in the duality in which to be is to be like and to be like is to be like the oppressor, this contribution is impossible. The pedagogy of the oppressed is an instrument for their critical discovery that both they and their oppressors are manifestations of dehumanization.

Repetition is the mother of pedagogy

Oppressed people cannot remain oppressed forever. The yearning for freedom eventually manifests itself.

Obviously the most oppressed of any oppressed group will be its women

Because human development is the most specific and exalted mission of woman, studies in anthropology and theory of pedagogy are essential in girls' education.

When men are oppressed, it's a tragedy. When women are oppressed, it's tradition.

American liberty is being destroyed by Marxist doctrines that explain society in terms of hegemonic and oppressed groups - whether classes, races or genders - fighting for suzerainty. In these societies spun out of Marxist theorizing, good will does not exist, only the material interests of warring groups. Morality resides in the oppressed, but if the oppressed succeed in becoming hegemonic, their claim to moral supremacy evaporates.

It is doubtful if the oppressed ever fight for freedom. They fight for pride and power - power to oppress others. The oppressed want above all to imitate their oppressors; they want to retaliate.

Those who call for censorship in the name of the oppressed ought to recognize it is never the oppressed who determine the bounds of censorship.

With the establishment of a relationship of oppression, violence has already begun. Never in history has violence been initiated by the oppressed. How could they be the initiators, if they themselves are the result of violence? How could they be the sponsors of something objective whose objective inauguration called forth their existence as oppressed? There would be no oppressed had there been no prior of violence to establish their subjugation.

Genocide has two phases: one, destruction of the national pattern of the oppressed group; the other, the imposition of the national pattern of the oppressor. This imposition, in turn, may be made upon the oppressed population which is allowed to remain or upon the territory alone, after removal of the population and the colonization by the oppressor's own nationals.

We will no longer be oppressed by the fascism called Christianity. We will no longer be oppressed by the mentality of the police state.

The masses never revolt of their own accord, and they never revolt merely because they are oppressed. Indeed, so long as they are not permitted to have standards of comparison, they never even become aware that they are oppressed.

Till people find themselves greatly abused and oppressed by their governors, they are not apt to complain; and whenever they do, in fact, find themselves thus abused and oppressed, they must be stupid not to complain

Critical and liberating dialogue, which presupposes action, must be carried on with the oppressed at whatever the stage of their struggle for liberation. The content of that dialogue can and should vary in accordance with historical conditions and the level at which the oppressed perceive reality.

I once wrote that Black Americans are involved in an intriguing experiment to see if an oppressed minority can continue to march forward if there is not a strong and vibrant left-wing and radical movement. That's not an experiment I would recommend, although the story is still unfolding and we will see how it unfolds, but they are not the sort of conditions in which an oppressed minority should have to struggle.

The diffusion of a universalist culture and of a pedagogy of peace appears more than ever to be the path that we must follow for the salvation of all nations on earth.

Time is on the side of the oppressed today, it's against the oppressor. Truth is on the side of the oppressed today, it's against the oppressor. You don't need anything else.

No pedagogy which is truly liberating can remain distant from the oppressed by treating them as unfortunates and by presenting for their emulation models from among the oppressors. The oppressed must be their own example in the struggle for their redemption (Freire, 1970, p. 54).

How can the oppressed, as divided, unauthentic beings, participate in developing the pedagogy of their liberation?

With the rise of new technologies, media, and other cultural apparatuses as powerful forms of public pedagogy, students need to understand and address how these pedagogical cultural apparatuses work to diffuse learning from any vestige of critical thought. This is a form of public pedagogy that needs to be addressed both for how it deforms and for how it can create important new spaces for emancipatory forms of pedagogy.

White women are themselves oppressed and that they would therefore be able to align themselves with other oppressed people.

People say, 'You should let your hair out; you shouldn't be oppressed - you're not in Malaysia anymore. You should show your curves and be proud of it.' But I am proud - it's my choice to cover up my body. I'm not oppressed - I'm free.

We need a pedagogy free from fear and focused on the magic of children's innate quest for information and understanding.

In North Korea, people who are actually oppressed don't even know they're oppressed.

Pedagogy, like language itself, can either liberate or imprison ideas, inspire of suffocate constructive thinking.

The object of a dialogical-liberterian action is not to 'dislodge' the oppressed from a mythological reality in order to 'bind' them to another reality. On the contrary, the object of dialogical action is to make it possible for the oppressed, by perceiving their adhesion, to opt to transform an unjust reality." "In order for the oppressed to unite they must first cut the umbilical cord of magic and myth which binds them to the world of oppression; the unity which links them to each other must be of a different nature.

To say that poverty explains terror is to slander those caught in poverty who choose to lead worthy lives. [Terrorists] are not the oppressed, but they are the parasites of the oppressed.

It is no merit in the sorrowful that they weep, or to the oppressed and smothering that they gasp and struggle, not to me, that I must speak for the oppressed - who cannot speak for themselves.

The old ways of teaching are slow and expensive. But with mobile, cost plummets, access broadens, and pedagogy rises.

This book will present some aspects of what the writer has termed the pedagogy of the oppressed, a pedagogy which must be forged with, not for, the oppressed (whether individuals or peoples) in the incessant struggle to regain their humanity.

Pedagogy is not about training, it is about critically educating people to be self reflective, capable of critically address their relationship with others and with the larger world. Pedagogy in this sense provides not only important critical and intellectual competencies; it also enables people to intervene critically in the world.

Cats are oppressed, dogs terrify them, landladies starve them, boys stone them, everybody speaks of them with contempt. If they were human beings we could talk of their oppressors with a studied violence, add our strength to theirs, even organize the oppressed and like good politicians sell our charity for power.

Oppressed persons, oppressed cultures, tend to be more political, obviously, as are those with a rage for justice, or the crazy messianic desire.

Till people find themselves greatly abused and oppressed by their governors, they are not apt to complain; and whenever they do, in fact, find themselves thus abused and oppressed, they must be stupid not to complain.