E-Archives for Popular Education Blog

1. Popular Education: E-Archives
Group 5 with Alexandra Barrett

2. Table of Contents
 Project Overview
 History and Background
 Significant Adult Educators
 Relevant Organizations
 Concluding Remarks
 References

3. PROJECT OVERVIEW

4. Please enjoy this overview of the Popular Education project…

5. HISTORY AND BACKGROUND
Assignment #1

6. History and Background
 Difficult to harness history of ‘Popular Education’ associated with
conflicting definitions as to what constitutes Popular Education
 Around the globe incidents of education programs resembling
Paulo Freire’s Popular Education existed both before and after
Freire’s us of such
 Popular Education often fostered in support of civil and social
conditions resulting from political cultural upheaval
 Much of programming used as basis for contemporary notion of
‘Popular Education’ found in Latin American countries
 Paulo Freire of Latin America, and Miles Horton of Unites States
two noteworthy educators that utilized Popular Education to
improve lives of ordinary mainstream citizens vs. elitist academic
education
 Popular Education is sometimes considered difficult to translate
from third world countries to more industrialized countries;
however, both Freire and Horton believed this was not true

7. SIGNIFICANT ADULT EDUCATORS
Assignment #2

8. Paulo Freire

9. Popular Education, as
‘Freirian Education’
 Freire was born in Brazil during the early 1900’s
 His philosophy and mission were highly influenced by his own
experiences of poverty and food scarcity, and what he witnessed
of adults struggling to make a livable wage due to illiteracy
 Much of his work was socially and politically minded, with a focus
on empowering adult citizens to take control over their own
circumstances through increased literacy of all types/levels
 ‘Freirian Education’ to this day is considered synonymous with
‘Popular Education’ – many consider Freire’s methods to be
definitive of what constitutes Popular Education
 Freire himself felt that many elements found within Popular
Education programs implemented throughout Europe in the
1800’s contained pieces of what would become his version
 Freire and Horton became friends shortly prior to Horton’s death,
and together created an audio book describing their thoughts on
Popular Education and how it could be incorporated to serve the
everyday man/woman

10. Miles Horton

11. Miles Horton
 Miles Horton was born in the United States, and functioned as an
educator throughout the mid 1940’s to the 1970’s
 Integrated education as a means of supporting Civil Rights and
Feminist Movements
 Was considered a Democracy educator, however, was said to
never actually refer to himself as such
 Supported community development and individual empowerment
through his workings as an educator and conductor of the
Highlander School
 Many noteworthy civil rights activists trained with Horton such as
Martin Luther King Jr., Rosa Parks, Andrew Young, etc.
 Played a critical role in securing voting rights for African-
American citizens
 Was an early promoter of Environmental Education long before
such practices were developed mainstream

12. RELEVANT ORGANIZATIONS
Assignment #3

16. Organizations and Programs
 All PopEd organizations and programs were found to support
Social Justice issues, and learner-centric customization
 All PopEd organizations and programs utilized arts-based
methods for non-traditional knowledge construction and
presentation of learning achieved
 All PopEd organizations and programs created platforms and
methodology that could be translated outside of their own
practice
 All PopEd organizations and programs made reference to either
Paulo Freire or Miles Horton as guiding philosophers
 All PopEd organizations and programs received utilized practices
associated with Participatory Action Research to determine
community development needs and/or goals

17. CONCLUDING REMARKS

18. Please enjoy the following video for course Survival Memo…

19. References
Arrivals Legacy Project (program) website documents. Retrieved from: http://arrivalslegacy.com/home
Barndt, D. (2011). Viva! Community Arts and Popular Education in the Americas. State University of New York Press, Albany.
Bell, B., Gaventa, J., and Peters, J. (1990). We Make the Road by Walking: Conversations on Education and Social Change. Miles
Horton and Paulo Freire: Background on the Men, the Movements, and the Meetings: Editor’s Introduction. Philadelphia: Temple
University Press. Retrieved from: http://www.temple.edu/tempress/titles/804_reg.html
Bentley, L. (1999). A Brief Biography of Paulo Freire. Pedagogy and Theatre of the Oppressed. Retrieved from:
http://ptoweb.org/aboutpto/a-brief-biography-of-paulo-freire/
Braster, S. (2011). The people, the poor, and the oppressed: the concept of poplar education through time. Paedagogica Historica,
Vol. 47, No. 1-2.
Catalyst Centre website documents. Retrieved from: http://www.catalystcentre.ca/
Choules, K. (2007). Social Change Education: Context Matters. Adult Education Quarterly, Vol. 57 No. 2. American Association for
Adult and Continuing Education.
Crowther, J., Martin, I. & Shaw, M. (1999). Popular Education and Social Movements in Scotland Today, Leicester: NIACE (p. 4).
Dahlstedt, M. and Norvdvall, H. (2011). Paradoxes of Solidarity: Democracy and Colonial Legacies in Swedish Popular Education.
Adult Education Quarterly.
Fischman, G. (1998). Donkeys and Superteachers: Structured Adjustment and Popular Educaiton in Latin America, International
Review of Education, Vol. 44, No. 2/3, Social Movements and Education (1998). Pp. 191-213: Springer.
Flowers, R. (2004). Defining Popular Education. Popular Education Forum for Scotland
Gadotti, M. and Torres, C. (n.d.). Paulo Freire: A Homage. Paulo Freire Institute. Retrieved from: http://nlu.nl.edu/ace/Homage.html
Gerhardt, H. (1993). Paulo Freire. Prospects: the quarterly review of comparative education. UNESCO: International Bureau of
Education, Vol. XXIII, No. ¾.

20. References
.Jara, O.H. (2010). Popular education and social change in Latin America. Community Development Journal, Vol. 45 No. 3, Oxford
University Press.
Kane, L. (2010). Community development: learning from popular education in Latin America. Community Development Journal,
Vol. 45, No. 3, Oxford University Press.
Kane, L. (2013). Comparing ‘Popular’ and ‘State’ education in Latin America and Europe. European Journal for Research on
Education and Learning of Adults, Vol. 4, No. 1.
LaBelle, T. (1987). From Consciousness Raising to Popular Education in Latin America and the Caribbean. Comparative Education
Review, Vol. 31, No. 2, the University of Chicago Press.
Margolis, E. (2006). Remembering Paulo Freire: Encountering the Pedagogy of the Oppressed. Taboo: The Journal of Culture and
Education, Vol. 10, No. 2.
Parissi Morales, R. (2010). Popular education as a methodology for international cooperation: the Chilean experience. Community
Development Journal, Vol. 45, No. 3, Oxford University Press.
Schugurensky, D. (1998). The Legacy of Paulo Freire: A Critical Review of His Contributions. Convergence, Vol. 31, Issue ½.
Shimsshon-Santo, A., 2010. Arts Impact: Lessons from ArtsBridge, Journal for Learning through the Arts.
Smith, M. K. (1997, 2002). Paulo Freire and informal education. The encyclopedia of informal education. Retrieved from:
http://infed.org/mobi/paulo-freire-dialogue-praxis-and-education/.
Thayer-Bacon, B. (2004). An Exploration of Myles Horton’s Democratic Praxis: Highlander Folk School. Educational Foundations.
Retrieved from: http://files.eric.ed.gov/fulltext/EJ739889.pdf
Unknown author, 2014. Arrivals Personal Legacy Project. Urban Ink, Stories that Inform Us.
Wiggins, N. (2011). Popular education for health promotion and community empowerment: a review of the literature. Health
Promotion International, Vol. 27, No. 3, Oxford University Press.

21. The end…
Thank you!