Paulo Freire and ICTs: Liberatory Education Theory in a Digital Age

By John F. Freie and Susan M. Behuniak.

Published by The Technology Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

In what ways have information and communication technologies (ICTs) in the college classroom transformed the educational experiences of students? We approach this question theoretically by exploring examples of how computers in the classroom can promote the liberation of or further the oppression of students. Drawing on principles from Paulo Freire’s classic work, Pedagogy of the Oppressed (1970), we argue that contrary to what other commentators have claimed, the dominant tendency of computers employed in college courses is the reinforcement of what Freire criticized over 35 years ago as the “banking system” of education. Too often, instructors who use computer-based pedagogies assume that the core of education is content rather than process; overlook how information becomes knowledge; and substitute shallow forms of participation for true praxis.

Keywords: Paulo Freire, ICTs, Education Theory, Liberatory Education, Computers in the Classroom, Pedagogy

The International Journal of Technology, Knowledge and Society, Volume 3, Issue 4, pp.53-62. Article: Print (Spiral Bound). Article: Electronic (PDF File; 523.308KB).

Dr. John F. Freie

Professor & Chair, Department of Political Science, Le Moyne College, USA

John F. Freie is Professor and Chair of Political Science, Le Moyne College, Syracuse, NY, USA. He is the founder of the department's Service Learning program and introduced as the department's mission a focus on citizenship education. He is the author of Counterfeit Community: The Exploitation of Our Longings for Connectedness (1998) and numerous articles on teaching pedagogies that introduce democratic practices into the classroom.

Dr. Susan M. Behuniak

Professor, Department of Political Science, Le Moyne College, USA

Susan M. Behuniak is Francis J. Fallon, S.J. Professor of Political Science at Le Moyne College, Syracuse, NY, USA. She is the author of A Caring Jurisprudence: Listening to Patients at the Supreme Court (1999) and co-author with Arthur Svenson of Physician-Assisted Suicide: The Anatomy of a Constitutional Law Issue (2003). Her research also includes media studies and teaching pedagogies.

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