Tammy’s Reviews > The Politics of Education: Culture, Power and Liberation > Status Update
Tammy
is on page 106 of 211
“One of the great merits of the Chinese, cultural revolution was its rejection of the static, antidialectical, over conservative concepts of China’s history. Here there seems to be a permanent mobilization of people in the sense of consciously creating & creating society. In China, to be conscious is not a slogan or ready-made idea. To be conscious is a radical way of being, a way characteristic of humanity.”
— 2 hours, 43 min ago
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Tammy’s Previous Updates
Tammy
is on page 105 of 211
‘Conversely, the educator must propose to the learners that they die as the exclusive learners of educator so that they could be reborn as a real learners-educators of the self educator and self learner. Without this mutual death and rebirth, education for freedom is impossible.“
— 2 hours, 48 min ago
Tammy
is on page 105 of 211
“Although the educator in the domesticating model always remains the educator of learners, the educator for freedom has to die, so to speak, as the exclusive educator of learn learners, that is, as the one educating them.”
— 2 hours, 49 min ago
Tammy
is on page 104 of 211
“If we don’t transcend the idea of education as pure transference of a knowledge that merely describes reality, we will prevent critical consciousness from emerging that reinforced political literacy. If our power of choice is really revolutionary, we have to transcend all kinds of education in order to achieve another, one in Wyche, no and to transform reality are reciprocal prerequisite.”
— 2 hours, 51 min ago
Tammy
is on page 103 of 211
“… Learners are viewed as members of a large family of the oppressed. Answers for their situation, do not reside in their learning to read alienating stories, but and they’re making history that will actualize their lives.“
— 2 hours, 54 min ago
Tammy
is on page 102 of 211
“Education of a liberating character is a process by which the educator invites learners to recognize and then bail reality critically. The domestication practice tries to impart a false consciousness to learners, resulting in a fatal adaptation in the reality; whereas liberating practice cannot be reduced to an attempt on the part of the educator to post freedom on learners.“
— 2 hours, 56 min ago
Tammy
is on page 102 of 211
“It would be extremely naïve to expect the dominant class to develop a type of education that would enable subordinate classes to perceive social justice critically.”
— 2 hours, 57 min ago
Tammy
is on page 102 of 211
“. . the social structures are never discussed as a problem that needs to be revealed. Quite the contrary, these structures are made obscure by different forms of action that reinforce the learners false consciousness.… make clear that whether working at the elementary, secondary, or university level or an adult literacy, a self-aware bourgeois educator cannot avoid being engaged in this kind of action.
— 2 hours, 58 min ago
Tammy
is on page 100 of 211
In humanistic terms, knowledge involves a constant unity between action and reflection upon reality. Like our presence in the world, our consciousness, transforms knowledge acting on and thinking about what enables us to reach the stage of reflection. This is precisely why we must take our presence into the world as the focus of our critical analysis.“
— 3 hours, 2 min ago
Tammy
is on page 85 of 211
“There can be no conscientiization without denunciation of unstructured, a thing that cannot be expected of the right. Nor can there be a popular conscientization for domination. The rights invents new forms of cultural action only for domination.“
— Oct 01, 2026 09:34AM