A discussion on a chapter taken from Myles Horton and Paulo Freire's We Make the Road by Walking

1. A discussion on a chapter from
Myles Horton and Paulo Freire’s
We Make the Road by Walking
By ratriewahyu@yahoo.com

2. • Co-founder of Highlander Folk School
(1932) then now become Highlander
Research and Education Center in
Tennessee. The school was formerly
aimed to educate and empower adults
for social change
• American Educator and activist who is
widely known through his role in Civil
Rights Movement

3. • Brazilian educator and philosopher who
plays important role in critical pedagogy
• Very well known for his book,
“Pedagogy of the Oppressed”.
• His book is considered as one of the
fundamental texts of critical pedagogy
movement

4. • Idea to reform education
• Working inside the system >> to influence the system
• It didn’t change the system but make it more humane
and intelligent

5. • Recognized as non-educators
• Completely free to do according to goals set
• Opportunities to conduct experiment on social education
with more validity

6. • It comes from the word ‘bootleg’ which means illegal
• Horton works with people who bootlegged education
• He runs Highlander which is not considered as education

7. • Citizenship School >> teaching people to read and write
• Highlander >> considered as not education, outside the
system

8. • The ideal is to fight against the system from internal and
external schooling system
• Education could affect political change (Freire’s case)
• History of society plays role in educational changes

9. • People listen to Gospel and learn to read Gospels
themselves
• People have study circle
• People realize that they need to change the country
• People undergo historical and political consciousness of
the reality

10. • Working class recognize political and social change
• It is the beginning of the struggle of the working class
• Institute of Cajamar contributes to the working class
movement and struggle of the people

12. • In the process of struggle, workers have to express their
suffering because they struggle to survive
• Progress shown by the presence of workers party in
Brazil being lead by intellectuals
• The struggle does not stop when the revolution is in
power, yet it will start a new kind of struggle and fighting
that society knew. Then the role of education undergoes
changing in this new period

13. • People begin to get their history into their hands and then
the role of education changes
• Revolutionary groups and progressive groups worked in
education to clarify the official role of education
• Education is not becoming a kind of indoctrination. The
struggle is to create an education devoted to freedom
• The revolution didn’t automatically change the schooling
system, yet it opened up the possibility of change

14. • Things can be taught inside of history, not before time but
in time
• Just like what is seen in civil rights movement, a
movement can change people

15. • Educators fear of experiencing new things
• Educators fear of making mistakes
• Educators fear of taking risks

16. • School is social and historical institution
• School can be changed
• WHO? By new generation of teachers who must be
prepared, trained and formed
• There is a need to form groups of supervisor who must
know more than the teachers in order to challenge them
about what they are doing

17. • Reading opens the opportunity to learn and know more
about anything
• Group study will produce literate people who are aware
of changes in any aspect
• Literate society who are aware of changes will lead the
action of movement of changes
• The important thing is to get the attention of young
people to be progressive

18. • Progressive means to be brave to make some decisions
and take the risk of the preservation of the revolution
• Progressive means making the connection with people
deeper, respect other people’s beliefs, consult the people
• Progressive also means to start from letters and words
which the people are starting the process of education