Paulo Freire and Transformative Education

1. Front Matter

   Pages i-xxxiii

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2. Introduction

   • Alethea Melling

   Pages 1-11

3. Freire on the International Stage

   1. Front Matter

      Pages 13-13

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   2. Chapter 1.1: The Relevance of Freire for the Post-2015 International Debate on Development and Education and the Role of Popular Education

      • Timothy D. Ireland

      Pages 15-27

   3. Chapter 1.2: Paulo Freire and the Politics of Disposability: Creating Critical Dissent Dialogue

      • Margaret Ledwith

      Pages 29-42

   4. Chapter 1.3: Pedagogic Challenges to the Hegemony of Neo-liberal Business and Management Teaching

      • Tony Bennett

      Pages 43-56

   5. Chapter 1.4: Researching to Transgress and Transform

      • Deanne Bell

      Pages 57-67

   6. Chapter 1.5: Conceptual Landscapes of Global Environmental Conscientization

      • Mahmood Chandia, Bob Walley

      Pages 69-86

   7. Chapter 1.6: What Should the Public Role of Universities in an Unequal Society Be?

      • Fernando Lannes Fernandes

      Pages 87-101

4. Transforming Communities

   1. Front Matter

      Pages 103-103

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   2. Chapter 2.1: From Brazil with Love Youth Participation Practice in Scotland

      • Louise Sheridan

      Pages 105-116

   3. Chapter 2.2: The Benefits of Giving: Learning in the Fourth Age and the Role of Volunteer Learning Mentors

      • Trish Hafford-Letchfield, Peter Lavender

      Pages 117-128

   4. Chapter 2.3: Children and Young People in Dialogue with Researchers to Create Connections in the Community and the Classroom

      • Candice Satchwell, Cath Larkins

      Pages 129-139

   5. Chapter 2.4: Bridging Communities Through Co-learning and Participation in Parenting Programmes: A Case from the Families and Schools Together Project

      • Trish Hafford-Letchfield, Bernadette Thomas

      Pages 141-152

   6. Chapter 2.5: Conscientization and Transformation in the Workplace: New Forms of Democracy for Mental Health Services

      • Mick McKeown, Fiona Edgar, Helen Spandler, Lynda Carey

      Pages 153-163

5. Pedagogies

   1. Front Matter

      Pages 165-165

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   2. Chapter 3.1: Reconceptualising Practitioner Knowledge

      • Ruth Pilkington

      Pages 167-173

   3. Chapter 3.2: The ‘Pedagogies of Partnership’ in UK Higher Education: From Blair to Freire?

      • John Peters

      Pages 175-189

   4. Chapter 3.3: A Pilot Evaluation of a Community-Based Service Learning Pedagogy Within an Undergraduate Psychology Degree

      • M. Diviney, D. Cowman, C. Lambert, M. Fitzpatrick, M. Ivers

      Pages 191-201

   5. Chapter 3.4: Using a Freirean Approach with in the Global Youth Solutions Programme

      • Yasmeen Ali

      Pages 203-214

This book brings together a range of global and local themes inspired by the work of Paulo Freire. Freire believed in the possibility of change, rejecting the neoliberal discourse that presents poverty as inevitable: his core principle emphasised the prerogative of transforming the world, rather than adapting to an unethical world order. This responsibility to intervene in reality as educators is explored in detail in this edited collection. Including such diverse themes as pedagogical approaches to globalisation, social mobility, empowerment and valuing diversity within communities, the volume is highly relevant to pedagogical practice. Sharing the transformative power of ‘being’ through popular education and the solidarity economy, this innovative book will be of interest to scholars of Paulo Freire, transformative education and diversity in education.

• paulo freire
• transformative education
• educational inequality
• societal inequality
• democratic pedagogy
• transformative pedagogy
• Pedagogy of the Oppressed
• learning and instruction

• University of Central Lancashire, Preston, United Kingdom

  Alethea Melling, Ruth Pilkington

​Alethea Melling is the Director of the Centre for Volunteering and Community Leadership at the University of Central Lancashire, UK, and Visiting Professor at the University of Gujurat, Pakistan. Working internationally as well as locally, she focuses on the development of emancipatory community pedagogy.

Ruth Pilkington is visiting Professor to the Centre for HE Research and Practice, University of Ulster, UK, and a Professorial Fellow at Liverpool Hope University, UK. Her approach to teaching and learning focuses on a dialogic approach using processes of deliberative reflection and the concept of critical professionalism.

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