Part V: Freire in Attempts at Transformation in Asia in the Last Decadesġ4. Reading Pedagogy of the Oppressed through the Lens of Indigenous Education: Reflections on Overlaps, Departures, and Social Developments From Nutrix Educat to Ju-jum dakim: A Possible Resolution for Ivan Illich’s Forsaken Ritualġ3. Part IV: Freire and Illich and Indigeneityġ2. “The Time Has Come to Make the World Safe from Lifelong Education”: John Ohliger, Ivan Illich, and Mandatory Continuing Education Jon Igelmo Zaldívar and Patricia Quiroga Ucedaġ1. The Ideas of Ivan Illich in the History of the Homeschooling/Unschooling Movement and His Intellectual Relationship with John Holt In Support of Critical Thinking Education: Praxis and Dialogue in Digital Learningġ0. Building Convivial Educational Tools in the Twenty-First CenturyĪna Jofre, Kristina Boylan, and Ibrahim Yucelĩ. Part III: Freire and Illich and Contemporary Critical Issues in EducationĨ. Sisters of Our Lady of the Missions (RNDM) and Paulo Freire: Weaving a Web of Life “The Wolf Shall Dwell with the Lamb”: Traces of Prophetic Judaism in the Concept of Love in Pedagogy of the OppressedĦ. Lonergan and Freire: An Initial Conversationĥ. Paulo Freire and the Jesuit Intellectual and Educational World in Chile (1964–1969): A Collateral and Indirect RelationshipĤ. The Reception of Paulo Freire at the Second Episcopal Conference of Latin America (CELAM II) in 1968ģ.

Part II: Theological Intersections in Freire’s Work and Their Impact on CatholicismĢ. Pedagogy of the Oppressed and Deschooling Society in the Long 1960s: A Contextualization Rosa Bruno-Jofré, Michael Attridge, and Jon Igelmo Zaldivarġ. As a result, Rethinking Freire and Illich presents Freire and Illich in light of contemporary issues in this generation, and offers renewed searches for a good and just life and a reconstructed democratic education. It introduces the ways in which the current generation reads the overall works of Freire and Illich in the search for a reconstructed democratic education. It acknowledges that both Freire and Illich led in different ways to a new approach to perceiving and understanding the concept of liberation as a human condition, while also presenting current criticisms of their work from a gendered perspective and by Indigenous scholars in the US and Canada.ĭrawing on contributions from historians of education, theologians, digital experts, and philosophers of education, the book offers a historical analysis using extensive primary sources and an originality of topics. The collection uniquely analyses Freire and Illich together, although not in a comparative way. Marking the fiftieth anniversary of two of the most influential books in modern educational and social theory, Rethinking Freire and Illich introduces readers to the results of the symposium of Paulo Freire’s Pedagogy of the Oppressed and Ivan Illich’s Deschooling Society.

Freire 1968