Underscoring Paulo Freire's Freedom as Essence of Educational Practice in Kenya

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dc.contributor.author KARUE, Njagi
dc.date.accessioned 2021-06-15T14:36:53Z
dc.date.available 2021-06-15T14:36:53Z
dc.date.issued 2016-04
dc.identifier.issn 2306-0557 (Print)
dc.identifier.issn 2310-5402 (Online)
dc.identifier.uri http://dspace.epoka.edu.al/handle/1/2140
dc.description.abstract Kenyan people, educational reforms could perhaps underscore Paulo Freire’s concept of banking education. Freire articulates the banking concept of education as a hindrance to the realization of the essence of education as practice of freedom. In the banking model education climate, students are often treated as receptacles for the knowledge that comes from the instructor, and are therefore not given a free orientation to their own ideas. This articulation of education stifles critical thinking, because students are taught to disassociate their educational improvement from their experience. The banking approach puts education in crisis because critical thinking or first order thinking that is fundamental to human experience fails to cultivate its importance to the skills and information demonstrated in a classroom. en_US
dc.language.iso en en_US
dc.publisher Beder University en_US
dc.subject Education; Teachers; Pedagogy; Oppression; Learners;Curriculum en_US
dc.title Underscoring Paulo Freire's Freedom as Essence of Educational Practice in Kenya en_US
dc.type Article en_US

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