By Khimkala Gurung

In Chapter 1, Paulo Freire’s “Pedagogy of the Oppressed” offers a solid philosophical foundation challenging the accepted educational paradigms in society. According to Freire, traditional education usually operates under a banking paradigm whereby knowledge is dumped into passive students, limiting their capacity for critical and creative thinking. He opposes this approach since he supports a liberatory pedagogy stressing communication and cooperation between teachers and students. This method enables people to spot and challenge unfair social institutions by encouraging critical consciousness. Beyond merely disseminating knowledge, Freire aims to advance a transformative process that humanizes teachers and students and gives them the tools they need to actively participate in their liberation and create a more just world.

In his opening remarks, Freire asserts strongly that humanization—a profound journey towards becoming fully human via the active engagement of freedom, creativity, and self-awareness—is the fundamental calling of humanity. But he understands that this essential calling is sometimes hampered by dehumanization, a condition brought on by tyranny in which people or groups are routinely deprived of their innate humanity. According to Freire, oppression distorts the core of humanity for both oppressors and victims, making it a destructive state that harms both. While the oppressors are caught up in a cycle of dominance that keeps them apart from fundamental, meaningful human interactions, the oppressed are reduced to insignificant objects, used as tools for the benefit of others.

Freire makes the crucial claim that the oppressed people’s agency is the only way to achieve true liberation. Because the people in authority cannot be trusted to overthrow systems that benefit them, it is the responsibility of the oppressed to actively participate in the fight for their own freedom. However, Freire warns that there are many difficulties and complications in this effort. He calls this unsettling phenomenon the “fear of freedom.” As dictators acquire positions of power, those less fortunate may unintentionally absorb the repressive values of their masters and find themselves copying the very actions they once fought. Real emancipation is the rejection of this cycle of oppression and a relentless pursuit of a society where respect and equality form the basis of interpersonal contact.

Freire emphasizes the vital importance of praxis—which he describes as the synthesis of critical reflection and tangible action—in facilitating this liberating process. He contends that action without careful thought runs the risk of being misdirected and ineffectual, whereas simple reflection without action results in a theoretical exercise without any influence. In addition, Freire emphasizes the significance of discourse in the transformation process, which significantly fosters critical thinking and enables individuals to confront and acknowledge their oppressive circumstances. He contends that dialogue goes beyond simple speech and is a collaborative act that enables individuals to work together to alter their environment.

Freire’s criticism of “false generosity,” which he defines as flimsy acts of charity which only serve to maintain dependency rather than address the root causes of inequality. He argues that instead of dictating answers from a position of power, true solidarity entails working together with the oppressed to build structures of justice. According to this interpretation, freedom is acknowledged as a group effort that necessitates the overthrow of repressive institutions and the creation of new, just, and equal institutions.

Throughout this chapter, Freire adopts a radically humanistic philosophical perspective. According to him, the restoration of humanity for each person should be the goal of education and, by extension, all human endeavours. This viewpoint is radical since it firmly opposes mediocre policies and calls for structural transformation. According to Freire, liberty results from a never-ending fight, enlightening discourse, and coordinated efforts rather than something given to one or the result of a random act of kindness.

Reflections on The UoW Student Partnership Framework

The main aim of the University of Westminster’s Student Partnership Framework is to encourage staff and student collaboration while establishing students as active participants in determining their educational path. The whole framework shows the relation between students and staff. This framework acts as a platform where students contribute to the design and improvement of the curricula, teaching practices and institutional policies, which ensures that they reflect upon varied viewpoints and fulfil the changing requirements.

This framework is not just for a specific student but for everyone from diverse backgrounds including international, part-time and students who belong to under-represented groups. The framework also portrays reviews given by past participants where both staff and students emphasized that it’s the place where it’s a place where we make things happen together. Also, the robust feedback mechanisms that allow students to express their concerns and suggestions through structured channels such as surveys, committees, and focus groups while also committing to closing the feedback loop through transparent communication and tangible actions.

Furthermore, the Student Partnership team provides seminars focused on collaborative efforts, during which various activities are undertaken. Student co-creator programs and partnership ambassador initiatives provide students with firsthand experience. They acknowledge student contributions via recognition activities, including prizes and professional development opportunities, linking partnership efforts with employability objectives. The framework enhances the academic environment and equips students for lifelong learning and civic engagement by prioritizing cooperation, mutual respect, and shared responsibility.

This platform functions as an interactive environment for exchanging ideas and initiating initiatives aimed at enhancing the relationship between educators and learners. By promoting cooperation and transparent communication, it seeks to improve the educational experience for all parties, hence establishing a more engaging and supportive learning atmosphere.

References:

Freire, P. (2017). Pedagogy of the oppressed. London: Penguin Classics.

Araneta, K., Fraser, J., & Maatwk, F. (2022). University of Westminster Student Partnership Framework.