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Debate ev from Pegody of the Oppressedby, Paulo Freire
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BCC Debate DynastyFreire Pedagogy of the Oppressed Framework page of 74
Freire Pedagogy of the Oppressed Framework Arguments Index 1/2Freire Pedagogy of the Oppressed Framework Arguments Index..................................................................................1Class Analysis Insufficient for Liberation......................................................................................................................3Freirian Dialogue Key to Liberation...............................................................................................................................4Debate Education is not Neutral.....................................................................................................................................5Lens of the Oppressed Sees Reality................................................................................................................................6Liberation is a Moral Imperative....................................................................................................................................7Liberation must ovecome internalized oppression.........................................................................................................8Consciousness Change must come first..........................................................................................................................9Consciousness Change Leads to Mobilization against Oppression..............................................................................10Education Fails without Consciousness Change...........................................................................................................11Transformation is Possible in spite of obstacles...........................................................................................................12Recognition of the Oppressed Other Key to Breaking the Cycle.................................................................................13
Praxis in Debate Education Key to Liberation.............................................................................................................14Oppression does not yield to objectified argument.......................................................................................................15Formerly Oppressed Persons Assume White Privilege................................................................................................16Desire to Control Drives Oppressors............................................................................................................................17Educated Deference to Power Disintegrates Organic Intellect.....................................................................................18Activism Cannot Replace Dialogue for Revolutionary Change...................................................................................19Oppressed People Must Recognize their Subject Positions..........................................................................................20This Debate Round is the Key Pedagogical Tool for Liberation..................................................................................21Resolutional Debate Frustrates Consciousness Change...............................................................................................22Resolutional Debate Objectifies Debaters....................................................................................................................23Debate Must be Integrated with the Realities of Oppression.......................................................................................24Any Form of Banking Education Must Be Rejected....................................................................................................25Banking Education must be rejected.............................................................................................................................26Education Must Begin from the Situatedness of the Oppressed...................................................................................27This is praxis!................................................................................................................................................................28Dialogue is freakin’ awesome!.....................................................................................................................................29Passive Education is Oppressive...................................................................................................................................30Fiat is Bad Debate.........................................................................................................................................................31Thematic Alternative to Resolutional Debate...............................................................................................................32Resolution Presents a Limit Situation...........................................................................................................................33Personal History Allows Thematic Evaluation.............................................................................................................34Resolutional Limit Situations are Oppressive...............................................................................................................35Histories and realities of people break free of limit situations.....................................................................................36Limit Situations Silence People....................................................................................................................................37Debate Impacts are Constructed by Debaters...............................................................................................................38Imposed Objectivity is Deadly; Choose Life!..............................................................................................................39Thematic Investigations are Educational......................................................................................................................40Imagining the Impossible Key to Breaking Down Limit Situations.............................................................................41Decoded Impossibilities Become Plausible Action......................................................................................................42
Revolutionary Praxis Builds Movements.....................................................................................................................43Subjective Transformation Key to Movements............................................................................................................44Both Judges and Debaters Need Revolutionary Consciousness...................................................................................45Judge’s Role is to Fight with the Oppressed.................................................................................................................46Objective Analysis of the Oppressed Spurs Countermovements.................................................................................47Antidialogical Action Spurs Conquest and Oppression................................................................................................48Oppression Creates Passive Relationships to Reality...................................................................................................49Focusing on Specific Topic Issues Ignores the Totality...............................................................................................50Movement Toward Unity of Oppressed Peoples Leads to Change..............................................................................51
Conventional Debate Practices Makes Debaters Passive.............................................................................................52“Voting Issue” Claims Inhibit Dialogue and Liberative Thinking...............................................................................53
BCC Debate DynastyFreire Pedagogy of the Oppressed Framework page of 74
Freire Pedagogy of the Oppressed Framework Arguments Index 2/2Cultural Group Invasion is Violent and Antidialogical................................................................................................54Cultural Group Invasion Internalizes Inferiority in the Oppresed................................................................................55Cultural Revolution Requires Society-Wide Changes..................................................................................................56Historical Developments Underlie Cultural Revolution...............................................................................................57Opponents’ Strategy is Cultural Invasion.....................................................................................................................58AT: Dialogue Perm......................................................................................................................................................60We Must Choose Our Liberatory Praxis.......................................................................................................................61Our Praxis is Most Consistent with the Movement......................................................................................................62Cultural Domination of the Oppressed Subverts Realities...........................................................................................63Opposing Strategies are Manipulative..........................................................................................................................64Personal Experience is the Frame for Historical Analysis............................................................................................65Witnessing and Organizing is Social............................................................................................................................66Authority Must Yield to Freedom.................................................................................................................................67Cultural Action Aims at Liberation..............................................................................................................................68Antidialogical Cultural Action Necessitates Domination.............................................................................................69Cultural Invasion Destroys the Agency of the Oppressed............................................................................................70Cultural Synthesis and Liberation Must Start With Our Decisions..............................................................................71Praxis is the Theory that Informs LIberation................................................................................................................72White Supremacy is the Cause of Modern War and Eco-Crisis...................................................................................73White Supremacy Leads to Extinction.........................................................................................................................74
BCC Debate DynastyFreire Pedagogy of the Oppressed Framework page of 74
Class Analysis Insufficient for Liberation
Classism is only one aspect of the struggle for liberation. We cannot ignore the historical or human factors that exist
Macedo in 1968Donaldo. Distinguished Professor of Liberal Arts at the University of Massachusetts, Boston. “Pedagogy of the Oppressed” Pg 13-14. 1968
BCC Debate DynastyFreire Pedagogy of the Oppressed Framework page of 74
Freirian Dialogue Key to Liberation
The engagement in the Freirian notion of dialogue is essential to realize libratory pedagogy
Macedo in 1968Donaldo. Distinguished Professor of Liberal Arts at the University of Massachusetts, Boston. “Pedagogy of the Oppressed” Pg 17-18. 1968
BCC Debate DynastyFreire Pedagogy of the Oppressed Framework page of 74
Debate Education is not Neutral
There is no such thing as neutral education- the notion of fairness should not exist in debate rounds
Shaull in 1968Richard. Professor of Ecumenics at Princeton Theological Seminary, “Pedagogy of the Oppressed” Pg 34. 1968
BCC Debate DynastyFreire Pedagogy of the Oppressed Framework page of 74
Lens of the Oppressed Sees Reality
The true reality can be perceived as one joins in the liberation process and examines issues through the lenses of the oppressed
Freire in 1968Paulo. Educational Revolutionary. “Pedagogy of the Oppressed”. Pg 39. 1968
“Dehumanization” is a skewed reality that is created by those who have stolen the humanity. It causes the oppressed to become the oppressors
Freire in 1968 Paulo. Educational Revolutionary. “Pedagogy of the Oppressed”. Pg 44
BCC Debate DynastyFreire Pedagogy of the Oppressed Framework page of 74
Liberation is a Moral Imperative
It is a moral imperative for the oppressed to free themselves from the unjust social order
Freire in 1968Paulo Freire. Educational Revolutionary. “Pedagogy of the Oppressed”. Pg 44
BCC Debate DynastyFreire Pedagogy of the Oppressed Framework page of 74
Liberation must ovecome internalized oppression
The liberation process needs to address the internalization of the oppressor by the oppressed in order to be successful.
Freire in 1968Paulo Freire. Educational Revolutionary. “Pedagogy of the Oppressed”. Pg 46
BCC Debate DynastyFreire Pedagogy of the Oppressed Framework page of 74
Consciousness Change must come first
The oppressed consciousnesses is the first step to ejecting the oppressor in their transformation of the humanity
Freire in 1968Paulo Freire. Educational Revolutionary. “Pedagogy of the Oppressed”. Pg 47
BCC Debate DynastyFreire Pedagogy of the Oppressed Framework page of 74
Consciousness Change Leads to Mobilization against Oppression
Mobilization follows the discovery of self-consciousness and the ejection of the oppressor
Freire in 1968Paulo Freire. Educational Revolutionary. “Pedagogy of the Oppressed”. Pg 46- 47
BCC Debate DynastyFreire Pedagogy of the Oppressed Framework page of 74
Education Fails without Consciousness Change
Education needs to account for the duality nature of oppression
Freire in 1968Paulo Freire. Educational Revolutionary. “Pedagogy of the Oppressed”. Pg 46- 47
BCC Debate DynastyFreire Pedagogy of the Oppressed Framework page of 74
Transformation is Possible in spite of obstacles
Stop being pessimistic- we can transform this oppression!
Freire in 1968Paulo Freire. Educational Revolutionary. “Pedagogy of the Oppressed”. Pg 47
BCC Debate DynastyFreire Pedagogy of the Oppressed Framework page of 74
Recognition of the Oppressed Other Key to Breaking the Cycle
Until you understand the humanity of those whom you oppressed, you will continue the cycle
Freire in 1968Paulo Freire. Educational Revolutionary. “Pedagogy of the Oppressed”. Pg 47-48
BCC Debate DynastyFreire Pedagogy of the Oppressed Framework page of 74
Praxis in Debate Education Key to Liberation
We have to engage in a praxical mode of education to break down the dichotomies that domesticates us
Freire in 1968Paulo Freire. Educational Revolutionary. “Pedagogy of the Oppressed”. Pg 51-52
When we integrate our realities into our educational process, we are able to break down the dialectic between a teacher and student thus establishing our praxis
Freire in 1968Paulo Freire. Educational Revolutionary. “Pedagogy of the Oppressed”. Pg 83
BCC Debate DynastyFreire Pedagogy of the Oppressed Framework page of 74
Oppression does not yield to objectified argument
We have to acknowledge the subjectivity of oppression and deny the imposition of objectivity- we don’t exist in a static world!
Freire in 68Paulo Freire. Educational Revolutionary. “Pedagogy of the Oppressed”. Pg 48-49
BCC Debate DynastyFreire Pedagogy of the Oppressed Framework page of 74
Formerly Oppressed Persons Assume White Privilege
The ‘oppression’ of the former oppressed comes from the skewed perception of their privilege at the expense of others
Freire in 1968Paulo Freire. Educational Revolutionary. “Pedagogy of the Oppressed”. Pg 57-58
BCC Debate DynastyFreire Pedagogy of the Oppressed Framework page of 74
Desire to Control Drives Oppressors
The need to possess drives the oppressors to control, from the being to the humanity, of the oppressed
Freire in 1968Paulo Freire. Educational Revolutionary. “Pedagogy of the Oppressed”. Pg 59
BCC Debate DynastyFreire Pedagogy of the Oppressed Framework page of 74
Educated Deference to Power Disintegrates Organic Intellect
The deference of power to those who are privilege in their education process prevents the oppressed from integrating their organic intellect
Freire in 1968Paulo Freire. Educational Revolutionary. “Pedagogy of the Oppressed”. Pg 63
BCC Debate DynastyFreire Pedagogy of the Oppressed Framework page of 74
Activism Cannot Replace Dialogue for Revolutionary Change
It is imperative that the oppressed do not engage in mere activism- the reflective dialogue interdependent from the oppressed will be the first step to the revolution
Freire in 1968Paulo Freire. Educational Revolutionary. “Pedagogy of the Oppressed”. Pg 66
BCC Debate DynastyFreire Pedagogy of the Oppressed Framework page of 74
Oppressed People Must Recognize their Subject Positions
The oppressed must realize that they are the subject of the struggle for their liberation, not the object
Freire in 1968Paulo Freire. Educational Revolutionary. “Pedagogy of the Oppressed”. Pg 67-68
BCC Debate DynastyFreire Pedagogy of the Oppressed Framework page of 74
This Debate Round is the Key Pedagogical Tool for Liberation
This debate round is the pedagogical tool that is key to liberation
Freire in 1968Paulo Freire. Educational Revolutionary. “Pedagogy of the Oppressed”. Pg
BCC Debate DynastyFreire Pedagogy of the Oppressed Framework page of 74
Resolutional Debate Frustrates Consciousness Change
The resolution serves to domesticate the minds of debaters by not considering realities and histories
Freire in 1968Paulo Freire. Educational Revolutionary. “Pedagogy of the Oppressed”. Pg74-75
BCC Debate DynastyFreire Pedagogy of the Oppressed Framework page of 74
Resolutional Debate Objectifies Debaters
The resolution causes us to be spectators of the realities of the topic and those around us, dooming us to being objects of our educational process
Freire in 1968Paulo Freire. Educational Revolutionary. “Pedagogy of the Oppressed”. Pg 75-76
BCC Debate DynastyFreire Pedagogy of the Oppressed Framework page of 74
Debate Must be Integrated with the Realities of Oppression
Unless we authenticate our education process in this activity through integrating realities, we will be oppressed
Freire in 1968Paulo Freire. Educational Revolutionary. “Pedagogy of the Oppressed”. Pg77
BCC Debate DynastyFreire Pedagogy of the Oppressed Framework page of 74
Any Form of Banking Education Must Be Rejected
In order to participate in liberation from our social locations as debaters, we have to reject any form of banking education
Freire in 1968Paulo Freire. Educational Revolutionary. “Pedagogy of the Oppressed”. Pg 79
BCC Debate DynastyFreire Pedagogy of the Oppressed Framework page of 74
Banking Education must be rejected
Banking education domesticates and dehumanizes
Freire in 1968Paulo Freire. Educational Revolutionary. “Pedagogy of the Oppressed”. Pg 83-84
BCC Debate DynastyFreire Pedagogy of the Oppressed Framework page of 74
Education Must Begin from the Situatedness of the Oppressed
By allowing for people to include their human vocation, we allow for their humanity and subjectivity to be included
Freire in 1968Paulo Freire. Educational Revolutionary. “Pedagogy of the Oppressed”. Pg 85
BCC Debate DynastyFreire Pedagogy of the Oppressed Framework page of 74
This is praxis!
Freire in 1968Paulo Freire. Educational Revolutionary. “Pedagogy of the Oppressed”. Pg 87-88
BCC Debate DynastyFreire Pedagogy of the Oppressed Framework page of 74
Dialogue is freakin’ awesome!
Freire in 1968Paulo Freire. Educational Revolutionary. “Pedagogy of the Oppressed”. Pg 88-89
Your pessimism sucks! Get some hope dude.
Freire in 1968Paulo Freire. Educational Revolutionary. “Pedagogy of the Oppressed”. Pg 91-92
BCC Debate DynastyFreire Pedagogy of the Oppressed Framework page of 74
Passive Education is Oppressive
Education toward the salvation and domestication of the students invades cultures and oppresses
Freire, 68Paulo Freire. Educational Revolutionary. “Pedagogy of the Oppressed”. Pg 95
BCC Debate DynastyFreire Pedagogy of the Oppressed Framework page of 74
Fiat is Bad Debate
Fiat is bad- it encourages discourse separate from the realities of people and introduces jargon irrelevant to the education of students
Freire in 1968Paulo Freire. Educational Revolutionary. “Pedagogy of the Oppressed”. Pg 96
BCC Debate DynastyFreire Pedagogy of the Oppressed Framework page of 74
Thematic Alternative to Resolutional Debate
The topic is a theme, but the resolution serves to domesticate
Freire in 1968Paulo Freire. Educational Revolutionary. “Pedagogy of the Oppressed”. Pg 96-97
BCC Debate DynastyFreire Pedagogy of the Oppressed Framework page of 74
Resolution Presents a Limit Situation
The resolution presents a limit situation to which we can evaluate our consciousness
Freire, 68Paulo Freire. Educational Revolutionary. “Pedagogy of the Oppressed”. Pg 99-100
BCC Debate DynastyFreire Pedagogy of the Oppressed Framework page of 74
Personal History Allows Thematic Evaluation
We do not exist in a static world. The historical experiences that we have contribute to the thematic universe of how we evaluate the world
Freire in 1968Paulo Freire. Educational Revolutionary. “Pedagogy of the Oppressed”. Pg 101
BCC Debate DynastyFreire Pedagogy of the Oppressed Framework page of 74
Resolutional Limit Situations are Oppressive
Limit situations are applied to maintain the status quo oppression
Freire, 68Paulo Freire. Educational Revolutionary. “Pedagogy of the Oppressed”. Pg 102
BCC Debate DynastyFreire Pedagogy of the Oppressed Framework page of 74
Histories and realities of people break free of limit situations
We have to look at the histories and the realities of the people in order to break free of limit situations
Freire in 1968Paulo Freire. Educational Revolutionary. “Pedagogy of the Oppressed”. Pg 104
BCC Debate DynastyFreire Pedagogy of the Oppressed Framework page of 74
Limit Situations Silence People
The limit situations that are put forth causes the inability to self-determine, thus silenced
Freire in 1968Paulo Freire. Educational Revolutionary. “Pedagogy of the Oppressed”. Pg 106
BCC Debate DynastyFreire Pedagogy of the Oppressed Framework page of 74
Debate Impacts are Constructed by Debaters
Hello! If you want to argue nuclear war, you are creating it!
Freire in 1968Paulo Freire. Educational Revolutionary. “Pedagogy of the Oppressed”. Pg107
BCC Debate DynastyFreire Pedagogy of the Oppressed Framework page of 74
Imposed Objectivity is Deadly; Choose Life!
Imposed objectivity equals deathFreire, 68Paulo Freire. Educational Revolutionary. “Pedagogy of the Oppressed”. Pg 108
We must act upon our existence within our realities
Freire in 1968Paulo Freire. Educational Revolutionary. “Pedagogy of the Oppressed”. Pg 108
BCC Debate DynastyFreire Pedagogy of the Oppressed Framework page of 74
Thematic Investigations are Educational
Of course we are flippin’ educational! More than you anyway…
Freire, 68Paulo Freire. Educational Revolutionary. “Pedagogy of the Oppressed”. Pg109
BCC Debate DynastyFreire Pedagogy of the Oppressed Framework page of 74
Imagining the Impossible Key to Breaking Down Limit Situations
We have to think outside the box and imagine the impossible- this is the key to breaking down limit situations
Freire in 1968Paulo Freire. Educational Revolutionary. “Pedagogy of the Oppressed”. Pg
BCC Debate DynastyFreire Pedagogy of the Oppressed Framework page of 74
Decoded Impossibilities Become Plausible Action
In the process of decoding the reality, the exploration of the ‘impossible’ turns it into plausible action
Freire in 1968Paulo Freire. Educational Revolutionary. “Pedagogy of the Oppressed”. Pg 115
BCC Debate DynastyFreire Pedagogy of the Oppressed Framework page of 74
Revolutionary Praxis Builds Movements
Revolutionary praxis allows for the people to integrate themselves into the movement rather than following the blind propagandas
Freire in 1968Paulo Freire. Educational Revolutionary. “Pedagogy of the Oppressed”. Pg126
BCC Debate DynastyFreire Pedagogy of the Oppressed Framework page of 74
Subjective Transformation Key to Movements
We need to participate in the movement through being the subject of the transformation of our reality!
Freire in 1968Paulo Freire. Educational Revolutionary. “Pedagogy of the Oppressed”. Pg
BCC Debate DynastyFreire Pedagogy of the Oppressed Framework page of 74
Both Judges and Debaters Need Revolutionary Consciousness
The transformation happens when both leaders and people are subjects of the process
Freire in 1968Paulo Freire. Educational Revolutionary. “Pedagogy of the Oppressed”. Pg130
BCC Debate DynastyFreire Pedagogy of the Oppressed Framework page of 74
Judge’s Role is to Fight with the Oppressed
The elites must join the oppressed, understanding that they do not ‘grant’ them their liberation but fights together with them
Freire in 1968Paulo Freire. Educational Revolutionary. “Pedagogy of the Oppressed”. Pg 132-133
BCC Debate DynastyFreire Pedagogy of the Oppressed Framework page of 74
Objective Analysis of the Oppressed Spurs Countermovements
We cannot regard the oppressed as objects of analysis- this creates dichotomies that deters dialogue, creating myths that serve counter-effective to the movement
Freire in 1968Paulo Freire. Educational Revolutionary. “Pedagogy of the Oppressed”. Pg 133-134
BCC Debate DynastyFreire Pedagogy of the Oppressed Framework page of 74
Antidialogical Action Spurs Conquest and Oppression
The paternalistic nature of conquest is necrophilic
Freire in 1968Paulo Freire. Educational Revolutionary. “Pedagogy of the Oppressed”. Pg 138
Antidialogical agendas are made to further oppression and culturally conquer the oppressed
Freire in 1968Paulo Freire. Educational Revolutionary. “Pedagogy of the Oppressed”. Pg 138
BCC Debate DynastyFreire Pedagogy of the Oppressed Framework page of 74
Oppression Creates Passive Relationships to Reality
The oppressor turns the oppressed into the spectator of realities, turning them into the objects of the education process
Freire in 1968Paulo Freire. Educational Revolutionary. “Pedagogy of the Oppressed”. Pg 139-140
BCC Debate DynastyFreire Pedagogy of the Oppressed Framework page of 74
Focusing on Specific Topic Issues Ignores the Totality
Focalized studies suck- it ignores the totality of the issue and its implicated realities!
Freire in 1968Paulo Freire. Educational Revolutionary. “Pedagogy of the Oppressed”. Pg 141-142
BCC Debate DynastyFreire Pedagogy of the Oppressed Framework page of 74
Movement Toward Unity of Oppressed Peoples Leads to Change
The division that the oppressors put on the oppressed deprives them the ability to self-determine and materializes into domination and manipulation
Freire in 1968Paulo Freire. Educational Revolutionary. “Pedagogy of the Oppressed”. Pg145
BCC Debate DynastyFreire Pedagogy of the Oppressed Framework page of 74
Conventional Debate Practices Makes Debaters Passive
The debate community has prescribed practices that resembles dialogue that in actuality are means to manipulate thinking and actions of debaters, turning them spectators to the topic
Freire in 1968Paulo Freire. Educational Revolutionary. “Pedagogy of the Oppressed”. Pg
BCC Debate DynastyFreire Pedagogy of the Oppressed Framework page of 74
“Voting Issue” Claims Inhibit Dialogue and Liberative Thinking
Your voter is a way to stop us from thinking about liberation and dialogue!
Freire in 1968Paulo Freire. Educational Revolutionary. “Pedagogy of the Oppressed”. Pg149
BCC Debate DynastyFreire Pedagogy of the Oppressed Framework page of 74
Cultural Group Invasion is Violent and Antidialogical
Cultural invasion is violence and antidialogical, a deterrence to self-determination
Freire in 1968Paulo Freire. Educational Revolutionary. “Pedagogy of the Oppressed”. Pg 152
Cultural invasion is a form of domination and leads to the inauthentic reality of those invaded
Freire in 1968Paulo Freire. Educational Revolutionary. “Pedagogy of the Oppressed”. Pg 153
BCC Debate DynastyFreire Pedagogy of the Oppressed Framework page of 74
Cultural Group Invasion Internalizes Inferiority in the Oppresed
The inferior complex of the invaded allows for the success of cultural invasion since it encourages the internalization of the invaders
Freire in 1968Paulo Freire. Educational Revolutionary. “Pedagogy of the Oppressed”. Pg 153-154
BCC Debate DynastyFreire Pedagogy of the Oppressed Framework page of 74
Cultural Revolution Requires Society-Wide Changes
Cultural revolution calls for the change in the social fabric of the entire society
Freire in 1968Paulo Freire. Educational Revolutionary. “Pedagogy of the Oppressed”. Pg158-159
BCC Debate DynastyFreire Pedagogy of the Oppressed Framework page of 74
Historical Developments Underlie Cultural Revolution
We have to constantly look at the historical development of the society through the cultural revolution
Freire, 68Paulo Freire. Educational Revolutionary. “Pedagogy of the Oppressed”. Pg 159
BCC Debate DynastyFreire Pedagogy of the Oppressed Framework page of 74
Opponents’ Strategy is Cultural Invasion
And this is how you qualify as cultural invasion and not transformation
Freire in 1968Paulo Freire. Educational Revolutionary. “Pedagogy of the Oppressed”. Pg 160
BCC Debate DynastyFreire Pedagogy of the Oppressed Framework page of 74
Self determination is key to unprescribing the notions of the oppressed
Freire in 1968Paulo Freire. Educational Revolutionary. “Pedagogy of the Oppressed”. Pg161
BCC Debate DynastyFreire Pedagogy of the Oppressed Framework page of 74
AT: Dialogue Perm
Perm will not solve- you are a function of the oppressive powers, not through it.
Freire, 68Paulo Freire. Educational Revolutionary. “Pedagogy of the Oppressed”. Pg 165-166
It doesn’t matter that you fundamentally agree with us, your procedures turn back your objectives
Freire in 1968Paulo Freire. Educational Revolutionary. “Pedagogy of the Oppressed”. Pg 167
BCC Debate DynastyFreire Pedagogy of the Oppressed Framework page of 74
We Must Choose Our Liberatory Praxis
As the subject of the activity, we have to act with the appropriate vocation in naming the realities of the activity to break down the dialectics in the status quo
Freire in 1968Paulo Freire. Educational Revolutionary. “Pedagogy of the Oppressed”. Pg 167-168
Please don’t name our world. We have to do it for ourselves
Freire in 1968Paulo Freire. Educational Revolutionary. “Pedagogy of the Oppressed”. Pg 168-169
BCC Debate DynastyFreire Pedagogy of the Oppressed Framework page of 74
Our Praxis is Most Consistent with the Movement
We solve best- we are the communion with the people. Your specialized ‘game’ separates you from the movement
Freire in 1968Paulo Freire. Educational Revolutionary. “Pedagogy of the Oppressed”. Pg 171
Impact= death of the being and soul in this invisible war forged against the oppressed
Freire in 1968Paulo Freire. Educational Revolutionary. “Pedagogy of the Oppressed”. Pg 171-172
BCC Debate DynastyFreire Pedagogy of the Oppressed Framework page of 74
Cultural Domination of the Oppressed Subverts Realities
The cultural domination and division of the oppressed allows for the subversion of their realities
Freire in 1968Paulo Freire. Educational Revolutionary. “Pedagogy of the Oppressed”. Pg 173
We have to confront the myths that have deterred cultural action to self-determine. This is the only way to solve
Freire in 1968Paulo Freire. Educational Revolutionary. “Pedagogy of the Oppressed”. Pg 174
BCC Debate DynastyFreire Pedagogy of the Oppressed Framework page of 74
Opposing Strategies are Manipulative
You manipulate us! We are merely organizing against this domination and conquest
Freire in 1968Paulo Freire. Educational Revolutionary. “Pedagogy of the Oppressed”. Pg 176
BCC Debate DynastyFreire Pedagogy of the Oppressed Framework page of 74
Personal Experience is the Frame for Historical Analysis
We have to evaluate the historical contexts in our own realities in order to break free from the cycles of dominative mystification.
Freire in 1968Paulo Freire. Educational Revolutionary. “Pedagogy of the Oppressed”. Pg 176
BCC Debate DynastyFreire Pedagogy of the Oppressed Framework page of 74
Witnessing and Organizing is Social
The notion of witnessing cannot happen in a static (we call fiat)
Freire in 1968Paulo Freire. Educational Revolutionary. “Pedagogy of the Oppressed”. Pg 176-177
Organizing needs to happen with the people, otherwise it constitutes depersonalization
Freire, 68Paulo Freire. Educational Revolutionary. “Pedagogy of the Oppressed”. Pg 177
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BCC Debate DynastyFreire Pedagogy of the Oppressed Framework page of 74
Authority Must Yield to Freedom
Authentic authority requires the delegation of power derived from freedom aimed at transforming reality that dominates the oppressed
Freire in 1968Paulo Freire. Educational Revolutionary. “Pedagogy of the Oppressed”. Pg 178-179
BCC Debate DynastyFreire Pedagogy of the Oppressed Framework page of 74
Cultural Action Aims at Liberation
Cultural action is aimed at the liberation of the people
Freire in 1968Paulo Freire. Educational Revolutionary. “Pedagogy of the Oppressed”. Pg 179
BCC Debate DynastyFreire Pedagogy of the Oppressed Framework page of 74
Antidialogical Cultural Action Necessitates Domination
Antidialogical cultural action is BAD…
Freire in 1968Paulo Freire. Educational Revolutionary. “Pedagogy of the Oppressed”. Pg 179-180
BCC Debate DynastyFreire Pedagogy of the Oppressed Framework page of 74
Cultural Invasion Destroys the Agency of the Oppressed
The invasion begins with making the oppressed the spectators of their culture and the oppressors the actors
Freire in 1968Paulo Freire. Educational Revolutionary. “Pedagogy of the Oppressed”. Pg 180
BCC Debate DynastyFreire Pedagogy of the Oppressed Framework page of 74
Cultural Synthesis and Liberation Must Start With Our Decisions
We have to create our own paths of liberation and self determine our course of cultural synthesis
Freire in 1968Paulo Freire. Educational Revolutionary. “Pedagogy of the Oppressed”. Pg 181
BCC Debate DynastyFreire Pedagogy of the Oppressed Framework page of 74
Praxis is the Theory that Informs LIberation
Praxis is the theory of action for the oppressed to liberation
Freire in 1968Paulo Freire. Educational Revolutionary. “Pedagogy of the Oppressed”. Pg 183
BCC Debate DynastyFreire Pedagogy of the Oppressed Framework page of 74
White Supremacy is the Cause of Modern War and Eco-Crisis
The silence of how white supremacy functions in the kritik perpetuates how it is an invisible unnamed system that has made the modern world what it is today.
Charles Mills, a professor of philosophy at the University of Illinois writes in his book the Racial Contract in 1997 p.1
White supremacy is the unnamed political system that has made the modern world what it is today. You will not find this term in introductory, or even advanced, texts in political theory. A standard undergraduate philosophy will start off with Plato and Aristotle, perhaps say something about Augustine, Aquinas, and Machiavelli, move on to Hobbes, Locke, Mill, and Marx, and then wind up with Rawls and Nozick. It will introduce you to notions of aristocracy, democracy, absolutism, liberalism, representative democracy, socialism, welfare capitalism, and libertarianism. But though it covers more than two thousand years of western political thought and runs the ostensible gamut of political systems, there will be no mention of the basic political system that has shaped the world for the past several hundred years. And this omission is not accidental. Rather, it reflects the fact that standard textbooks and courses have for the most part been written and designed by whites, who take their racial privilege so much for granted that they do not even see it as political, as a form of domination. Ironically, the most important political system of recent global history—the system of domination by which white people have historically ruled over and, in certain important ways, continue to rule over nonwhite people-is not seen as a political system at all. It is jus taken for granted, it is the background against which other systems, which we are to see as political, are highlighted.
White supremacy is at the root of war and eco-crisis.This is Tim Wise in 2006(Tim, over 15 book publications, 400+ radio/TV appearances, in the line where you tell people who I am, that I was a twelve-time qualifier for TOCs in high school, on one of the top ten high school teams in the nation from 1985-1986, and ultimately quit debate because of its abstract way of looking at real world issues, immediately after reaching the CEDA finals at the University of Alabama in 1988."Paleness as Pathology: The Future of Racism & Antiracism in America," LIP Magazine, Summer 06)
It is the American form of white supremacy, still, as with its predecessor rooted in the dichotomization of peoples into good/bad, responsible/irresponsible, which leads a nation such as the U.S. to believe itself entitled to the resources of the earth, be they oil reserves beneath the sands of Iraq, or coal deposits in a West Virginia mountainside. That entitlement mentality precedes the drive for profit, and helps to place it in its proper context. That same mentality then contributes to the world's ecological predicament, including global climate change, soil and wetland erosion, polluted drinking water and air, and the related health effects of all these.
BCC Debate DynastyFreire Pedagogy of the Oppressed Framework page of 74
White Supremacy Leads to Extinction
White supremacy blinds us to disaster war will be inevitable under a system of white supremacy
Wise, noted antiracist activist and former policy debater, in 2006(Tim, over 15 book publications, 400+ radio/TV appearances, in the line where you tell people who I am, that I was a twelve-time qualifier for TOCs in high school, on one of the top ten high school teams in the nation from 1985-1986, and ultimately quit debate because of its abstract way of looking at real world issues, immediately after reaching the CEDA finals at the University of Alabama in 1988."Paleness as Pathology: The Future of Racism & Antiracism in America," LIP Magazine, Summer 06)
"White supremacy, American-style -- which has become the dominant form on the planet today -- is what leads U.S. policy elites not only to believe an invasion of Iraq on false pretenses is justified, but also to assume it will be a smashing success. The hubris and self-congratulatory narcissism that predicted Americans would be met in the streets by Iraqis throwing flowers to the troops -- and which now cannot seem to fathom how badly things are going for the American empire -- stems from the mindset of racial and cultural supremacy that simply fails to see oneself through the eyes of others. After all, privilege and domination has allowed that same culture to never really care, or need to care, what others think. The result of such willed ignorance, is, sadly, now proving to be disastrous."