University of the People

TITLE: Exploring the term ‘dialogue’ in Freire’s ‘Pedagogy of the oppressed’ in

connection to curriculum design and implementation

Course EDUC 5220: CURRICULUM DESIGN AND INSTRUCTIONAL DECISION

MAKING

Instructor: Kimberly Doerflein

Unit 5 Writing Assignment

Keywords: communication, English language learning, curriculum reform, education

Abstract

In this essay I am going to explore the meaning that Freire attributes to the term ‘dialogue’. I

will also discuss how this concept can be implemented in curriculum reform with reference to

the current situation.

Introduction

The topic of Freire’s whole work is ‘freedom’. Freedom of living without being

judged, freedom of expression and freedom of development for everyone, not just the elite.

He believed the true freedom can be achieved through education. An educated mind will

grow and expand, influencing everyone around. “Freire proposed that education should help

students to achieve a critical understanding of their own reality and to engage in

transformative actions” (Sleeter et al, 2004, p.82).

Since Freire is frequently using the word ‘dialogue’, - fifty-two times in chapter three

alone ,- I decided to choose this term. Another reason - is that ‘dialogue’ is part of

communication process. For me communication is an integral and fundamental part of the

education process and curriculum design.

Analysis of Freire’s ‘dialogue’

According to Freire, dialogue as a key tool for the change – whether it is personal,

political, social or educational change. For him dialogue is an existential necessity. Dialogue

means the parties are, firstly, prepared to hold a conversation, secondly, they assume equality

amongst participants, and thirdly, they trust each other. Freire believes, there must be mutual

respect and love, care and commitment. Moreover, all parties must question their

assumptions and realize that through dialogue existing thoughts will change and new

knowledge will be created (Freire, 1970; 1993).

The term's connection to the idea of curriculum reform

Curriculum reform cannot happen without communication between all of the stakeholders.

As we found out in the course readings, curriculum reform starts with the initial stage of

planning which includes gathering information (Kimbrel, 2016). This process in unthinkable

without holding conversations. Weber emphasises, “a major barrier to curriculum design and
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Exploring the term ‘dialogue’
implementation is a lack of communication” (Weber, 2015, para.6). For example, district

administration may identify twelve to twenty teachers to serve on a district curriculum

committee. Teachers meet regularly for a period of twelve to twenty -four months. While

months of conversations and debating went into the document, the experts are the committee

members. The final curriculum document is distributed to the teachers and is supposed to

transform teaching and learning. This does not happen in reality, as many teachers know. The

dialogue has to continue throughout the continuous process of refining. The teachers who

implement the curriculum need to be able to ask questions, post suggestions, and explain the

strengths and weaknesses of the curriculum. Curriculum discussion should not be finished

when the committee adopts the final edits (Weber, 2015).

Does ‘dialogue’ term fit in this chapter?

Paulo Freire insists that dialogue “is a co-operative activity involving respect” (Freire,

1970, p. 34). “It should not involve one person acting on another, but rather

people working with each other” (ibid). Dialogue is a two-way communication. Freire

despises propaganda, as it is a one-way of communication, “while dialogue is listening to the

other part and accepting their view” (Garavan, 2010, p.5). I agree to Freire’s choice of term in

this context. Dialogue is not just about deepening mutual understanding – but it is part of

making a difference in the world (Smith, 1997, 2002). I cannot overemphasise that education

is the vehicle of change in the world. Curriculum reform is the change of the education

system.

Nevertheless, the implementation of curriculum reform within the understanding of

Freire is complicated. For example, in English teaching for older learners I need to use some

verbal explanations with specific terms, when explaining a grammar concept. In instances

like these “the teacher is required to be didactic in order to equip the student to understand
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Exploring the term ‘dialogue’
and operationalise core concepts and tools” (Garavan, 2010, p.6). In practice, teaching

method of teacher-student dialogue “may not always be appropriate for every academic

discipline and setting” (Garavan, 2010, p.6). Students not always know what they need to

learn. Also, they often are demotivated by challenge. In this case, it feels unfair to

characterise such pedagogy as lacking the dialogue.

But everyone loves having options. As for my milieu, options in English teaching can

be in a form of activity centres: the learners choose what to do first – grammar practice

(worksheets), listening exercises, video watching or reading, for example. In our country’s

curriculum the emphasis is on the state language learning, as well as acquiring a second

language – English, French or German. I believe the most important condition for a learner to

be successful in language learning is enjoyment and real-life interactions. Instead, in the state

school teachers often find themselves practicing and drilling for upcoming language exams.

Conclusion

Freire’s ‘dialogue’ means mutual understanding, acceptance, finding a compromise

and acting in the best interest of both parties. In education it means not just teachers imposing

on students the handed- in curriculum from the district, but also students having freedom to

pursue their interests and develop their skills. Curriculum reform should provide students

with opportunity to study issues that are firmly grounded in their lives and communities

(Freire 1970; 1993). Even though the pedagogy can be didactic at times, a teacher can always

provide choice options for students.

Freire, P. (1970, 1993). Chapter 3 In Pedagogy of the Oppressed. London: The Continuum

International Publishing Group. Retrieved

from http://www.historyisaweapon.com/defcon2/pedagogy/pedagogychapter3.html

Garavan, M. (2010). Opening up Paulo Freire’s Pedagogy of the Oppressed. Retrieved

March 2, 2020 from

https://www.researchgate.net/publication/260297860_Paulo_Freire's_Pedagogy_of_th

e_Oppressed DOI: 10.2307/30023905. 

Kimbrel, L. (July 6, 2016). The four stages of curriculum development. Retrieved from

https://lauriekimbrel.wordpress.com/category/education/

Sleeter, C., Torres, M., Laughlin, P. (2004). Scaffolding conscientization through inquiry in

teacher education. Teacher Education quarterly, 31. Retrieved from

https://www.researchgate.net/publication/242300182_Scaffolding_Conscientization_t

hrough_Inquiry_in_Teacher_Education

Smith, M. K. (1997, 2002). Paulo Freire and informal education, The encyclopaedia of

informal education. Retrieved from http://infed.org/mobi/paulo-freire-dialogue-

praxis-and-education/.

Weber, S. (October 24, 2015). 8 Barriers to Curriculum Design. ASCD website. Retrieved

on March 3, 2020 from https://inservice.ascd.org/8-barriers-to-curriculum-design/