Epistemology of the Oppressed: The Dialectics of Paulo Freire's Theory of Knowledge.

Abstract

As part of a critical analysis of his work, this paper argues that, at its core, Freire's critical, liberatory pedagogy as conceived in Education as the Practice of Freedom (P. Freire, 1982a), coherently systematized in Extension or Communication (P. Freire, 1982b) and carried out through Pedagogy of the Oppressed (P. Freire, 1974) into his later works (P. Freire, 1992, 1998a; Shor & Freire, 1987), is grounded in a thoroughly Marxist, or dialectical materialist, theory of knowledge (Roberts, 2003). It is my contention in this paper that an explication of Freire's dialectical materialist epistemology provides for an increased understanding Freire's liberatory pedagogy as a whole because it is difficult to grasp Freire's pedagogy without understanding its Marxism (Allman, 1999).[i]

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