Freedom Schools Then and Now: A Transformative Approach to Learning
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| Title: | Freedom Schools Then and Now: A Transformative Approach to Learning |
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| Language: | English |
| Authors: | Watson, Marcia |
| Source: | Journal for Critical Education Policy Studies. Feb 2014 14(1):170-190. |
| Availability: | Institute for Education Policy Studies. University of Northampton, School of Education, Boughton Green Road, Northampton, NN2 7AL, UK. Tel: +44-1273-270943; e-mail: ieps@ieps.org.uk; Web site: http://www.jceps.com |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2014 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Schools, Civil Rights, Social Justice, Educational Change, Social Mobility, Summer Programs, Social Action, Literacy, Transformative Learning, Educational History, Program Effectiveness, African American Students, Educational Philosophy, Critical Theory, Multicultural Education |
| Assessment and Survey Identifiers: | Basic Reading Inventory |
| ISSN: | 1740-2743 |
| Abstract: | The purpose of this paper is to provide a historical and conceptual link between Ella Baker's Freedom School model and Paulo Freire's demand for critical education and emancipatory learning. Ella Baker, situated in the daunting environment of the Civil Rights Movement, saw education as a tool for social mobility for Mississippi residents in 1964. Paulo Freire, likewise, demanded that educational changes be made for the social plight of Brazilian citizens. This need for liberating education spanned across decades and is still needed today. Under the leadership of the "Children's Defense Fund®" (CDF), Freedom Schools still exist today as summer literacy programs for youth. This paper will provide a historical overview of the original 1964 Freedom Schools program and a programmatic snapshot of the current "Children's Defense Fund" (CDF) Freedom Schools program. In addition, this paper will explore the academic and social benefits that Freedom Schools offers, while outlining the imperativeness of the program's social action component for students. |
| Abstractor: | As Provided |
| Number of References: | 39 |
| Entry Date: | 2014 |
| Access URL: | https://www.jceps.com/PDFs/12-1-07.pdf |
| Accession Number: | EJ1033455 |
| Database: | ERIC |
| Abstract: | The purpose of this paper is to provide a historical and conceptual link between Ella Baker's Freedom School model and Paulo Freire's demand for critical education and emancipatory learning. Ella Baker, situated in the daunting environment of the Civil Rights Movement, saw education as a tool for social mobility for Mississippi residents in 1964. Paulo Freire, likewise, demanded that educational changes be made for the social plight of Brazilian citizens. This need for liberating education spanned across decades and is still needed today. Under the leadership of the "Children's Defense Fund®" (CDF), Freedom Schools still exist today as summer literacy programs for youth. This paper will provide a historical overview of the original 1964 Freedom Schools program and a programmatic snapshot of the current "Children's Defense Fund" (CDF) Freedom Schools program. In addition, this paper will explore the academic and social benefits that Freedom Schools offers, while outlining the imperativeness of the program's social action component for students. |
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| ISSN: | 1740-2743 |
