We Make the Road by Walking

Conversations on Education and Social Change

Hardcover, 256 pages

English language

Published Dec. 28, 1990 by Temple Univ Pr.

ISBN:
978-0-87722-771-7
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OCLC Number:
21483166

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5 stars (2 reviews)

This dialogue between two of the most prominent thinkers on social change in the twentieth century was certainly a meeting of giants. Throughout their highly personal conversations recorded here, Horton and Freire discuss the nature of social change and empowerment and their individual literacy campaigns. The ideas of these men developed through two very different channels: Horton's, from the Highlander Center, a small, independent residential education center situated outside the formal schooling system and the state; Freire's, from within university and state-sponsored programs.

Myles Horton, who died in January 1990, was a major figure in the civil rights movement and founder of the Highlander Folk School, later the highlander Research and Education Center. Paulo Freire, author of Pedagogy of the Oppressed, established the Popular Culture Movement in Recife, Brazil's poorest region, and later was named head of the New National Literacy Campaign until a military coup forced his exile from …

2 editions

philosophizing with an old friend

4 stars

Excellent dialog reflecting on lifetimes pursuing radical education, seeking non-authoritarian ways of developing freedom for students to participate in knowledge production, to be respected as capable humans who bring knowledge and common sense to the classroom. To not be neutral as a teacher, teaching with an objective of structural change through education for all.

Beautiful dialogue between two heroes of experiential education and critical pedagogy

5 stars

This is at least my second reading of this book and I still love it. I see new things in it each time. This time, I see how much Paulo Freire prompted Myles Horton with questions about his work. According to the introduction, Freire wanted to introduce Horton to thinkers in Latin America. And Horton wanted to do the same with Freire, but either the editors were siding with Freire's prompting or he did more to ask the questions, because I do feel like Horton is a bit more primary in terms of representation in this dialogue. As always before, I find Horton's starting every response with a story and sticking to stories is so compelling and so clear that he lived what he practiced. I don't know that a reader walks away getting any clear sense of what Freire or Horton were up to in specifics from this book, …

Subjects

  • Sociology
  • Social Change
  • Education
  • United States
  • Social aspects
  • 1921-
  • Freire, Paulo
  • Horton, Myles
  • Views on social action
  • Adult Education
  • Freire, Paulo,
  • Philosophy