Giving Credit Where Credit is Due
Paul Freire put a notable mark on the perception of the manner at which education can have a good impact on those that are oppressed. He forsaw the progressive practice and actve learner’s involvement in creating how education ought to be advanced and applied. In regard to him, education cannot be neutral; it is manipulated by those that are in centers of power to hurt those underneath them. The humanization aspect of education is a state where not a single individual is subject or rules over another. Using education, those oppressed ought to be given the opportunity to note the features that sustains them as they are (Flanagan, 2005). By getting to know of their adversity not being natural, the oppressed should then note other options to what had been termed to as natural.
“Education empowers the oppressed to discover alternatives …..” (Flanagan, 2005 p. 186). Paul Freire’s role to managing this issue was by going back to the depository state of students, enabling their creativity to be in line with their experiences, advancing autonomy, the praxis of thought and action and communication that comprises belief and hope.
William Brickman similarly played a huge role in the area of comparative and global education. He went on to create the Comparative Education Society. Through a wide range of research, tours and involvements with varied cultures, he reinvigorated an integrated cooperation of elites, sharing of information and ideas in the recognition of diversity present in education (Brickman, 1969). He advanced the cooperation of companies, inter-visitations of educators in an attempt to elevate the school structure and the incorporation of other disciplines in the clarification of education growth from varied cultural setups. Brickman’s quest for academic autonomy saw the creation and grasp of real comparative education from the historical and future settings (Silova & Brehm, 2010).
Both Freire and Brickman came across several adverse issues in their effort for education autonomy. In the min 1960s, Brickman’s focus on literature and passive review of comparative education was surpassed by its scientific and statistical aspect. At this point in time, the extensive focus on scientific model in comparative education foresaw Brickman and publications of those that followed him moved from the mainstream. Taking this into consideration, Brickman transformed his method of undertaking several visits to getting a path that manage the future of comparative education in future generations.
Freire similarly faced a number of challenges in his search for liberalization of education. Having experienced a number of negative issues after the moving of his family, Freire was accused of advancing his theory of pedagogy of the oppressed from a political stance. His stance was seen by certain people as electric and created from the rationality of cognitive growth of human nature.
There are varied similarities between Paul Freire and William Brickman in their desire and commitment to acquiring education system that incorporates each and every person in the community. William’s comparative education advances cooperation of varied models of education in the advancement and recognition of an effective system (Freire, 1997). He desires the inclusion of an educator in another culture so as to be aware and not disregard or challenge it from far. On the same level, Freire was keen for the integration of the learner in advancing their education system. He warned against placing the learner in a system that is only focused in adding content and not keen in their experiences.
Another similarity is the role played by their childhood experiences in the nurturing and growth of their desire for autonomy of education. Brickman’s childhood through to adulthood was filled with neglect, tenements that left him vulnerable to varied cultures and languages (Brickman, 1969). Paul Freire deadly reversal of his father’s fortune made him experience the two extensive aspects of life, the lavish and impoverish forms of life. It is due to this experiences that he was kin in being aware and researching extensively the impact education has on those who are oppressed and getting means to manage these issues.
William Brickman contrasted Paul Freire in vaired ways. Brickman undertook a number of research, visits and most times comprised of other elites while he did his work. Paul Freire on the other hand did not do as such, his views were not that extensive in regard to the two articles they wrote.
Brickman’s commitment and his childhood experiences to a great extent played a huge a role to his success. The chance to relate with other people from other societies at tender age made him to learn their languages and go after more in research of comparative education (Silova & Brehm, 2010, 20). Likewise, Paul Freire’s personal experiences and the setting where he developed and stayed were vital in his success and determination. Lastly, the two articles have a great presentation of the part they played by the two scholars of the time the spent in Education.
References
Brickman, W. W. (1969). The New Assault of Academic Freedom. School and society, 97(2318), 268.
Flanagan, F. M. (2005). Greatest Education Ever. London: Continuum International Publishing.
Freire, Paulo (1997). “Mentoring the mentor: a critical dialogue with Paulo Freire.” Counterpoints: Studies in the Postmodern Theory of Education, Vol 60, 1997
Silova, I. & Brehm, W. C. (Eds.). (2010). Speaking of Brickman [special issue]. European Education: Issues and Studies, 42(2), 1-100.
