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The critique aims to strengthen humane and critical environmental education by addressing how these representations enable animal oppression.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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paper focus on critique rather than dismissing Freire outright?",{"text":72,"@type":64},"It states there is a literature gap about the function of “the animal” in the text, notes that other authors already show Freire’s ideas for environmental and animal liberation pedagogy, and positions this article as supplementary to that work.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},597518,1792166232,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & 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Corman, Brock University, Canada  \nAbstract  \nFreire’s influential text, Pedagogy of the Oppressed, relies on both anthropocentric and speciesist arguments to articulate a pedagogy for human liberation. While Freire’s anthropocentric understandings of “nature” have been more thoroughly critiqued, less attention has been given to his construction of nonhuman animals, in particular. I argue that Freire figures nonhuman animals in three main ways:  \nas non-communicative and non-dialogical, as non-agential and non-transforming, and as without history or culture. Within his pedagogical paradigm, humans alone are understood as Subjects who can achieve liberation. Freire strategically uses the figure of the animal to highlight human potentiality, which is realized by transcending an oppressed/Object/animal state. My critique of Freire is meant to complement humane and critical environmental education approaches that draw on his work.  \nRésumé  \nLe texte influent de Freire, Pédagogie des opprimés, s’appuie sur des arguments tant anthropocentriques que spécistes pour formuler une pédagogie prônant la libération de l’humain. Tandis que la conception anthropocentrique de Freire de la « nature » a été critiquée exhaustivement, une attention moins assidue a été accordée à sa définition des animaux non humains, en particulier. Je suisd’accord que Freire classe les animaux non humains en trois grandes catégories :  \nnon communicants et incapables de dialogue, non obéissants et incapables de transformer la matière, et sans histoire ni culture. À l’intérieur de ce paradigmepédagogique, les humains seuls sont considérés comme Sujets pouvant accomplirleur libération. Freire emploie stratégiquement l’analogie de l’animal pour mettreen évidence lepouvoir de l’humain, en transcendant un état opprimé/Objet/animal. Mon analyse critique de Freire a pour but de compléter les approches humaines et critiques de l’éducation environnementale trouvant leur source dans son œuvre.  \nKeywords: Freire, speciesism, anthropocentrism, subjectivity, critical pedagogy, humane education, environmental education, animal liberation  \nThe figure of “the animal” features prominently within Freire’s enormously influential text, Pedagogy of the Oppressed. Here, I primarily examine the ways in which Freire relies on reductive, fixed, and speciesist constructions of “the animal” and animality throughout the text. My use of the term “the animal” is intentional, as Freire actively negates and denies the multiplicity and diversity  \nCanadian Journal of Environmental Education, 16, 2011 29  \nof nonhuman animal life, instead offering representations of animals 1 as singular, monolithic, and debased. Comparatively, Derrida (Derrida & Mallet, 2008) writes against the collapse of all of animalkind into a single signifier set against humanity, and proposes instead the term “animot” to indicate “an irreducible living multiplicity of mortals”(p. 41) . Rather than understanding Freire’s constructions of “the animal” as merely incidental or peripheral to his main claims about dialogical education, and its antithetical counterpart,“the banking method of education,”(2007, p. 109), I argue that “the animal” serves as a foundational Other against which Freire contrasts his fully realized (“transcend[ed]”) human“dialogical” Subject.2  \nFreire’s ontological claims regarding nonhuman animals have garnered scant critical commentary. Indeed, despite the arguably progressive thrust of Pedagogy of the Oppressed, the speciesism3 and unrelenting anthropocentrism4 of the text remains largely unchallenged (Bell & Russell, 2000) . My main concern is that the consequences of these discursive gestures include the implicit and explicit denial of animal subjectivities, and in relation, animal oppression. For example, according to his pedagogical methodology, animals are crucially placed outside of the capacity for dial","cbCaioj0KOyhHVD5","https://ap.wps.com/l/cbCaioj0KOyhHVD5","pdf",115767,17,"English","# Abstract\n# Keywords\n# Introduction: The figure of “the animal” in Pedagogy of the Oppressed\n# Ontological claims and speciesism as a focus of critique\n# Rationale for the paper: literature gap and supplementary contribution\n# Implications for critical environmental and humane education","[{\"question\":\"How does the paper characterize Freire’s use of nonhuman animals in Pedagogy of the Oppressed?\",\"answer\":\"It argues that Freire figures nonhuman animals in three main ways: as non-communicative and non-dialogical, as non-agential and non-transforming, and as lacking history or culture.\"},{\"question\":\"What is the author’s main concern about Freire’s discursive treatment of animals?\",\"answer\":\"The paper contends that these gestures involve implicit and explicit denial of animal subjectivities and, in turn, facilitate animal oppression.\"},{\"question\":\"Why does the paper focus on critique rather than dismissing Freire outright?\",\"answer\":\"It states there is a literature gap about the function of “the animal” in the text, notes that other authors already show Freire’s ideas for environmental and animal liberation pedagogy, and positions this article as supplementary to that work.\"}]","Impossible Subjects - The Figure of the Animal in Paulo Freire’s Pedagogy of the Oppressed | PDF",1792085164,43]