This episode is episode two of a miniseries that unpacks Paulo Freire’s (1970) book “Pedagogy of the Oppressed.” This particular episode unpacks chapter 2, which discusses the “banking” approach to education that assumes students are repositories of information, and then proposes a liberatory approach to education that focuses on posing problems that students and teachers collaboratively solve. If you haven’t listened to the discussion on the first chapter, click here.

Click here for this episode’s show notes.

Listen to the episodes on Pedagogy of the Oppressed

Chapter one

Chapter two

Chapter three

Chapter four

How to Get Started with Computer Science Education

━━━━━━━━━━━━━

00:00 Intro

00:55 What is banking in education?

04:52 How is banking in education a form of oppression?

07:55 What can educators do to prevent banking?

12:30 Posing problems as a teacher-student

14:05 Comparing banking with problem-posing approaches to education

17:20 Lingering questions and thoughts

17:30 I disagree with Freire's assertions that all teaching is positioning students as passive recipients.

18:19 In what ways do CS educators unintentionally fluctuate between a banking approach and a liberatory approach to CS education?

19:25 When is Freire's book and my podcast episodes on each chapter a form of banking and when is it a form of liberation through critical thinking?

20:31 Outro