Paulo Freire: The Global Legacy Eds. Michael A. Peters and Tina Besley Foreword The Understanding of Paulo Freire’s Education: Ethics, Hope, and Human Rights Nita Freire Introduction to Paulo Freire—The Global Legacy Michael A. Peters and Tina Besley SECTION 1: THEORETICAL PERSPECTIVES—RECLAIMING THE LEGACY Chapter 1 Reflections on Paulo Freire, Critical Pedagogy and the Current Crisis of Capitalism Peter McLaren Chapter 2 Paulo Freire and the Continuing Struggle to Decolonize Education Antonia Darder Chapter 3 Equity as Critical Praxis: The Self-Development of Te Whare Wānanga o Awanuiārangi
Graham Hingangaroa Smith Chapter 4 Paulo Freire and the Idea of Openness Peter Roberts Chapter 5 Freeing Ourselves: An Indigenous Response to Neo-­‐colonial Dominance in Research, Classrooms, Schools and Education Systems Russell Bishop Chapter 6 Humanization in Decolonizing Educational Research: A Tree of Life Metaphor Renee Baynes Chapter 7 Warfare as Pedagogy: Shaping Curriculum From the Margins; A Freirean Counter-­‐
Narrative of War Eric D. Torres Chapter 8 Paulo Freire’s Prophetic Voice at the Intersection of Liberation Pedagogy and Liberation Theology Debora B. A. Junker Chapter 9 Social Emancipation and Human Rights Mauro Torres Siqueria SECTION 2: READING THE WORLD Chapter 10 The Popular Education Network of Australia (PENA) and Twenty-­‐First-­‐Century Critical Education Tracey Ollis, Jo Williams, Rob Townsend, Anne Harris, Jorge Jorquera, and Lea Campbell Chapter 11 Freire’s Legacy for Communities Seeking Change in Sub-­‐Saharan Africa Tim Budge Chapter 12 Autoethnography in a Kabyle Landscape Si Belkacem Taieb Chapter 13 Travellers in Time: A Critical Dialogue With the Gypsy Travellers of Lancashire Alethea Melling and Yasmeen Ali Chapter 14 How the MST’s Educational Principles in Brazil Respond to Global Capitalism, Neoliberalism, and “Reactionary Postmodernity” Júlio Emílio Diniz-­‐Pereira Chapter 15 Enough Is Enough—(de)Constructing Measurement Through Exposing Aspects of the Australian Curriculum in Mathematics as a White-­‐Centric Epistemic Location Glen Parkes Chapter 16 Shattering Silence in Kinshasa—Reading the World With Freire Under the Mango Tree Holger Nord Chapter 17 Re-­‐claiming Traditional Māori Ways of Knowing, Being and Doing, to Re-­‐frame Our Realities and Transform Our Worlds Lesley Rameka and Kura Paul-­‐Burke Chapter 18 Pakistan in Praxis: The Development of a Peer Education Programme as a Tool Kit in Developing Young People for Critical Consciousness Alethea Melling and Wajid Khan Chapter 19 The Changing Life Patterns of the Veddhas of Sri Lanka: Translocation From a Forest Environment to an Agricultural Settlement Asoka Jayasena and Susila Kumari Embekke Chapter 20 On the Streets With Paulo Freire and Simone Weil, Talking With Gamilaraay Students About Hèlio Oiticica Charlotte Sexton Chapter 21 Teaching English for Academic Purposes in a Japanese Setting: Problematizing and Dialogizing Essentialist Constructions of Language Pedagogy, Culture and identity Glenn Toh Chapter 22 The Customer Knows Best: The Opposite of the Banking Concept in the Case of the United Arab Emirates Liz Jackson Chapter 23 Freire, Sublative Hope and Early Childhood Education in Aotearoa New Zealand Bradley Hannigan SECTION 3: EDUCATION AS THE PRACTICE OF FREEDOM Chapter 24 A Freirean Approach to Internationalization in Higher Education Within the Context of Globalization Rosetta Khalideen Chapter 25 A Dialogue About Dialogue: Freire and Bakhtin Talk Pedagogy in Response to Percy’s ‘Problem’ Leon Benade and Jayne White Chapter 26 Voices of Resistance: Positioning Steiner Education as a Living Expression of Freire’s Pedagogy of Freedom Althea Lambert Chapter 27 Bilingual Education, Culture, and the Challenge of Developing Freirean Dispositions in Teacher Education Jacob Neumann Chapter 28 A Contribution to Perspectives on Educational Partnerships for Social Justice Jo Williams Chapter 29 Working for the World M. J. Stuart Chapter 30 Education as an Aesthetic Exercise in Everyday School Performances Muriel Yuen-­‐fun Law Chapter 31 Decolonizing Ways of Knowing: Communion, Conversion and Conscientization Jon Austin Chapter 32 Music Education as a ‘Practice of Freedom’ Linda M. Locke Chapter 33 Activism, Reflection and Paulo Freire—an Embodied Pedagogy Tracey Ollis Chapter 34 Entwining Three Threads: Working Within and Through a Culturally Responsive Pedagogy of Relations Iti Joyce and Dawn Lawrence Chapter 35 Freire’s Theory as a Reference to the Teaching Practice in Adult Education Veronica Branco and Sonia Maria Chaves Haracemiv Chapter 36 Freire and Skinner: Is There Space for a Dialogue on Education? Denise Bachega and João dos Santos Carmo Chapter 37 Appropriate/Critical Educational Technology Within Freire’s Framework for a Social Inclusion Beatriz Lidia Fainholc