Education, Science, Technology, Innovation and Life
Open Access
Sign In

The Practical Application of the Freirean Approach in College English Writing Class in China

Download as PDF

DOI: 10.23977/aetp.2021.56012 | Downloads: 6 | Views: 393

Author(s)

Feng Luwen 1

Affiliation(s)

1 University of Glasgow, Glasgow G12 8qq, China

Corresponding Author

Feng Luwen

ABSTRACT

Paulo Freire explores and criticizes how education and schooling can be used to oppress social groups in his masterpiece, Pedagogy of the Oppressed. He holds the view that problem-posing education can solve the problem of the unequal status of students and teachers in the classroom in banking education. Students are not forced to instill knowledge but are more proactive in acquiring knowledge. Freirean approach has brought many new inspirations to the reform of English writing class in domestic colleges and universities.

KEYWORDS

Freirean approach, Problem-posing education, College english writing class

CITE THIS PAPER

Feng Luwen. The Practical Application of the Freirean Approach in College English Writing Class in China. Advances in Educational Technology and Psychology (2021) 5: 74-77. DOI: http://dx.doi.org/10.23977/aetp.2021.56012.

REFERENCES

[1] Allman, P. 1994, “Paulo Freire's Contributions to Radical Adult Education”, Studies in the education of adults, vol. 26, no. 2, pp. 144-161.
[2] Cheng, H. 2018, “Comparison of Freire's and Knowles's Thoughts on Adult Education”, Journal of Adult Education, vol. 38, no. 2, pp. 5-8.
[3] Freire, P. 2013,  “ Pedagogy of the oppressed”, Routledge.
[4] Gu, Y. 2016, “Comparison of the differences between ‘question teaching’ and ‘dialogue teaching’”, Journal of Ningbo Institute of Education, vol. 18, no. 5, pp. 113-116.
[5] Howe, C., Hennessy, S., Mercer, N., Vrikki, M. & Wheatley, L. 2019, “Teacher-Student Dialogue During Classroom Teaching: Does It Really Impact on Student Outcomes?”, The Journal of the learning sciences, vol. 28, no. 4-5, pp. 462-512.
[6] Jia, L. 2020, “Pedagogy of the Oppressed: Dissemination,Influence and Criticism”, Journal of Educational Research, vol.41, no.11, pp. 145-159.
[7] Liu, X Y. 2019, “The practical application of Paul Freire's idea in Japanese education in Colleges”, Journal of Literature Education,  no. 3, pp. 168-169.
[8] Rahmawati, Y., Koul, R. & Fisher, D. 2015, “Teacher–student dialogue: transforming teacher interpersonal behaviour and pedagogical praxis through co-teaching and co-generative dialogue”, Learning environments research, vol. 18, no. 3, pp. 393-408.

All published work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2016 - 2031 Clausius Scientific Press Inc. All Rights Reserved.