The Freirean approach to adult literacy education centre on learners' cultural and personal experiences. Freirean was the name for Brazilian educator Paulo Freire, the approach is also referred to as the problem-posing approach (Auerbach & Wallerstein, 1987;Wallerstein, 1983), the psycho-social approach (Hope, Timmel, & Hodzi, 1984; Fargo, 1981), the learner-centered approach (Anorve, 1989), the liberatory approach (Shor & Freire, 1987; Facundo, 1984), and the participatory approach (Jurmo, 1987). It has been used in the developing world in successful native and second language literacy projects sponsored by governments and international voluntary organizations in both rural and urban settings. In the United States, many community-based organizations have used the approach in their nonformal educational programs for developing basic literacy in English, native languages other than English, and English as a second language. Because the Freirean approach goes by a number of different names and Freire's ideas have had such an impact on adult education internationally, there are many literacy educators in the United States who have incorporated elements of the approach into their teaching without realizing that they have been influenced by Paulo Freire. In Freirean terms, culture "includes how people labor, create, and make life choices" (Wallerstein, 1983, p. 5). Culture is not a static set of customs, religious beliefs, social attitudes, forms of address and attire, and foods; rather, it is a dynamic process of transformation and change laden with conflicts to resolve and choices to be made both individually and as a community. Jurmo (1987) categorizes Freire as an exponent of "literacy for social change" because Freire argues that unjust social conditions are the cause of illiteracy and that the purpose of adult basic education is to enable learners to participate actively in liberating themselves from the conditions that oppress them. This liberatory aspect of Freire's philosophy is important for program management as well as for learning. Many programs following the Freirean approach have adopted management structures that give students significant control over the direction of present and future educational activities (Jurmo, 1987; Collins, Balmuth, & Jean, 1989).
Table of Contents
- Introduction
- The key features of the Freirean approach
- The Role of Culture in Literacy
- Incorporating Culture into Adult Literacy Classrooms
- Freirean approaches
- Participatory literacy education
- English as a Second Language in Adult Education (ESL)
- Global Contexts for ESL in Adult Education
- Australia
- Canada
- Great Britain
- New Zealand
- United States
- Adult Education and African Development in the Context of Globalization
- Development
- Globalization
- Key Development Challenges in Africa
- Adult Education and Development
- Lessons Learned from Practical Experiences of Adult Education Policies in Africa
- Change in Adult Education in Nigeria
- African Development Bank and Adult Education
- Adult and Non-formal Education in Nigeria
- Elements of Change in Adult Education in Nigeria
- Innovations in Adult Education Programs in Nigeria
- Adult Education ESL Teachers Guide
- Conclusions/Summary
Objectives and Key Themes
This paper explores the Freirean approach to adult literacy education, highlighting its key features, significance in different contexts, and application in adult education programs. The paper aims to provide a comprehensive understanding of the Freirean approach, its theoretical foundation, and its practical implications for adult education practices.
- The Freirean approach to adult literacy education
- The role of culture in literacy and education
- The application of the Freirean approach in English as a Second Language (ESL) programs
- The impact of the Freirean approach on adult education in Africa, particularly in Nigeria
- The challenges and opportunities associated with the Freirean approach in diverse educational contexts
Chapter Summaries
- The introduction provides a definition of the Freirean approach and its significance in adult literacy education. It emphasizes the importance of learner-centered approaches that incorporate cultural experiences.
- Chapter two delves into the key features of the Freirean approach, focusing on dialogue and problem-posing as fundamental elements of the pedagogy. It also critiques the traditional banking model of education, advocating for participatory and collaborative learning.
- Chapter three examines the role of culture in literacy, highlighting the dynamic nature of cultural practices and their influence on literacy acquisition. It emphasizes the importance of understanding cultural values, beliefs, and cognitive styles in educational settings.
- Chapter four explores the application of the Freirean approach in English as a Second Language (ESL) education, discussing its significance in global contexts and different countries like Australia, Canada, Great Britain, New Zealand, and the United States.
- Chapter five analyzes the relationship between adult education and African development, emphasizing the role of adult education in promoting development and addressing key challenges in Africa. It also delves into the experiences of adult education policies in the continent.
- Chapter six examines the impact of the Freirean approach on adult education in Nigeria, focusing on the elements of change, innovations in adult education programs, and the role of the African Development Bank in supporting adult education initiatives. It also provides insights into adult and non-formal education in Nigeria.
Keywords
The primary focus of this paper lies in the Freirean approach to adult literacy education. Key terms and concepts include Paulo Freire, problem-posing approach, participatory literacy education, dialogue, culture, literacy, ESL, adult education, development, globalization, Africa, Nigeria, and non-formal education.
- Citation du texte
- Dr. Osemeka Anthony (Auteur), 2009, The Freirean Approach to Adult literacy Education , Munich, GRIN Verlag, https://www.grin.com/document/158189
