In pursuit of an authentic educational relationship - An examination of dialogue in Freirean adult literacy practice

Oct 15, 2026

Uploaded by Rizky

This paper provides a critical analysis of Paulo Freire’s educational theory, grounding the inquiry in qualitative research on Irish adult literacy practice. It examines Freire’s ontological account of how human reality is constructed and deconstructs his dialogical rejection of subject/object dichotomies. The study investigates how an authentic educational relationship between learner and tutor/educator can be created through dialogue, with pedagogical implications across adult and further education.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages15

Reading Time38 min

AccessFree to download

Introduction

Research context

Literature Review: The ontology of Paulo Freire

In pursuit of an authentic educational relationship: An examination of dialogue in Freirean adult literacy practice alex mckillican Abstract This paper engages in a critical analysis of the educational theory of Paulo Freire. It is based on qualitative research which explores Irish adult literacy practice. The research harnesses the ontological aspects of Freire’s theory; his interpretation of how human reality is constructed. Using this as the theoretical foundation for inquiry, research questions were developed using the theme of Freire’s dialogical‘rejection of subject/object dichotomies’ (Freire 1970). This element of Freire’s theory is deconstructed and is used in order to examine how an authentic educational relationship, between learner and tutor/educator, can be created through dialogue. These considerations have pedagogical applications in all areas of the adult and further education sectors. Keywords: Freirean critical pedagogy, adult literacy, critical education, ontology Introduction I don’t want to be imported or exported. It is impossible to export pedagogical practices without reinventing them. Please tell your fellow educators not to import me. Ask them to re-create and re-write my ideas (Freire, 2005) . In Ireland in recent years much research on adult literacy development has, very importantly, focussed on various types of human development (Feely, 2010; Howard and Logan, 2012; Connolly and Hussey, 2013). These socio-economic, functional, and political considerations are very valuable to the adult learner. However, this paper argues that the practice of adult literacy education has another variant of [human] development which contributes profoundly to the inner life of the adult learner; the ontological capital. This is a somewhat neglected aspect in adult literacy research in Ireland. As such, this paper will examine the more essential and primordial aspects of literacy development in adulthood. One way to accomplish this is to focus on how an authentic educational relationship between adult literacy learner and adult literacy tutor/ educator can bring both individuals to a closer understanding of being. This examination of this particular aspect of the practice of adult literacy education can be applied to all areas of adult education where there exists an educational relationship between the learner and tutor/educator. This paper aims to give a voice to radical adult literacy tutors and educators – from volunteer tutors to managers of adult literacy programmes – who view adult literacy education and provision not just in socio-economic/functional or political terms, but in metaphysical and ontological terms also. Research context This particular area of research was inspired by my engagement, initially as a volunteer tutor, on various adult literacy programmes with the City of Limerick VEC, and, subsequently, with Limerick and Clare Education and Training Board as a contracted tutor. The data collection for the research was carried out in a number of regional VEC’s. The subjects of this research were professionals who are engaged in the provision of adult literacy education – the sample was made up from both tutors and managers of adult literacy programmes. As previously mentioned, the theoretical framework for this research is based on the educational praxis of Paulo Freire. By virtue, then, of the ontological elements of that theory – i.e. how he located adult literacy development within human existence/being (Dale, 2003; McLaren, 2005; Roberts, 2002) – I have used the theory to explain and to justify my research on examining authentic dialogue in the adult literacy educational relationship. As with critical educational research of this kind, the analysis of the data here contains areﬂexive element (Etherington, 2004) . I have used autoethnography to accomplish this (Ellingson and Ellis, 2008) . Nascent from postmodern philosophy – where the focus on scientiﬁc empiricism is debated

FAQs

What is the main focus of the paper?

The paper critically analyzes Freire’s educational theory through an examination of authentic dialogue in adult literacy practice, aiming to show how an authentic educational relationship can be created between learner and tutor/educator.

How does the paper frame Freire’s theory?

It uses Freire’s ontological aspects, emphasizing how human reality is constructed, and deconstructs his dialogical rejection of subject/object dichotomies as the basis for the research questions.

Why does the author use qualitative methods and autoethnography?

The research is qualitative and includes a reflexive element, using autoethnography to legitimize personal knowledge and history in relation to the author’s journey as an adult educator.

Oct 15, 2026

Uploaded by Rizky