This episode is episode three of a miniseries that unpacks Paulo Freire’s (1970) book “Pedagogy of the Oppressed.” This particular episode unpacks chapter 3, which discusses the importance of dialogue when engaging in liberatory practices. This episode builds off the previous unpacking scholarship episodes on chapter one and chapter two, so make sure you listen to those episodes before jumping in 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

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00:00 Intro

00:48 What is naming?

02:08 Countering naming through dialogue

04:40 Trust and dialogue

06:12 Critical thinking and dialogue

07:04 Antidialogical practices in education

09:43 Educators and dialogue

14:07 Example of dialogue in education

17:41 Lingering questions and thoughts

17:54 What's the role of dialogue with artifacts and processes (e.g., through constructionist practices), or dialogue with one's self (e.g., through ipsative practices) in a critical pedagogy?

19:16 When might liberatory practices become a form of epistemological colonization?

20:28 If Freire is arguing against approaches to education that have predetermined destinations or itineraries, what does that say for standards and backwards design models or experience design?

21:30 Outro