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Paul Friere

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Paul Freire (1921-1997) left a remarkable mark on the perception of the ways in which education can change the oppressed. He championed for the progressive practice and active learner’s participation in formulating how education should be developed and implemented. According to him, education is never neutral; it is manipulated by those in power to oppress their subjects. The humanization process of education is a state where no one is subject or object over the other. Through education, the oppressed should be empowered to see the conditions that keep them in their current state (Flanagan, 2005). By understanding that their predicament is not natural the oppressed should then discover alternatives to what had been perceived as natural
“Education empowers the oppressed to discover alternatives to situations which have been taken as natural, necessary and unchangeable” (Flanagan, 2005 p. 186).
Paul Freire’s contribution to overcoming this problem was through reversing the depository position of students, encouraging the creativity of the student to be in accordance with their lived experiences, promoting freedom, the praxis of thought and action and dialogue that incorporates charity, faith and hope (Gadotti, 1994).
William Brickman greatly contributed the field of comparative and international education. He is also the founder of Comparative Education Society. Through wide research, travels and participation in other cultures William Brickman encouraged the joint cooperation of scholars, exchange of documents and ideas in the acknowledgement of diversity in education. He promoted the cooperation of organizations, intervisitation of educators in a bid to improve the school systems and the inclusion of other disciplines in the interpretation of educational development from different cultural contexts. Brickman’s pursuit for academic freedom saw the establishment and realization of real comparative education from both a historical and future point of view (Silova & Brehm, 2010). Both Freire and Brickman encountered a number of problems in their quest for the freedom of education. In the mid 60’s Brickman concentration on literature and passive review of comparative education was overtaken by scientific and statistical view of the same. During that period, the over emphasize on scientific approach in comparative education saw Brickman and his predecessors publications and works displaced from the mainstream. Noting this challenge, William Brickman changed his approach of conducting a lot of visits to finding a path that would direct the future of comparative education in coming generations.
Freire too, had challenges coming his way in his pursuit for liberalization of education. Having undergone misfortunes presented to him after the relocation of his family. Freire is accused of developing his theory of the pedagogy of the oppressed from a political point of view. His stand is viewed by some as electric and formed from the rationality of cognitive development of human nature (Street, 1984).
One of the similarities between Paul Freire and William Brickman is their quest and dedication towards attaining an education system that is inclusive of every member of the society. William comparative education promotes cooperation of different systems of education in the development and acknowledgment of an improved system. He advocates for the participation of an educator in another culture in order to fully understand it rather than blankly dismiss or challenge it from a distance. On the same note, Freire championed for the inclusion of the learner in developing his/her own education system. He cautioned against subjecting the learner to an education system that only deposits content without getting involved in his/her life experiences.
Another similarity is the contribution of their early childhood experiences to the nurturing and development of their quest for freedom of education. Brickman grew up in a neglected area filled with tenements of immigrants that exposed him to different cultures and languages. Paul Freire fatal reversal of his fathers’ fortune saw him experience the two extremes of life, the lavish and impoverished kind of life. From this experience, he was kin in noting and researching more on the effect that education has on the oppressed and finding ways of solving these problems.
William Brickman was different from Paul Freire, while Brickman conducted extensive research, made several visits and extensively included other scholars to his research and work. Paul Freire did not do as much, Freire; views were not as broad as Brickman if the two articles are compared.
Brickman’s dedication and his childhood experiences greatly contributed to his success. The opportunity to interact with people from other cultures at an early age drove him to learn their languages and pursue more into his research of comparative education (Silova& Brehm, 2010 p. 20). Similarly Paul Freire’s personal experience and the environment in which he grew up and lived in greatly contributed to his ambition and success. In conclusion, both articles have a rich presentation of the contributions made by the two scholars of their time in the field of Education.

References
Brickman, W. W. (1966). Ten years of the Comparative Education Society. Comparative Education Review, 10 (1), 4-15.
Brickman, W. W. (1969). The New Assault of Academic Freedom, School and society, 97(2318), 268.
Gadotti, M. (1994) Reading Paulo Freire. His life and work, New York: SUNY Press.
Flanagan, F. M. (2005). Greatest Education Ever: London: Continuum International Publishing.
Freire, Paulo (1997) "Mentoring the mentor: a critical dialogue with Paulo Freire," Counterpoints: Studies in the Postmodern Theory of Education, Vol 60, 1997
Silova, I. & Brehm, W. C. (Eds.). (2010). Speaking of Brickman [special issue]. European Education: Issues and Studies, 42(2), 1-100.
Street, B. V. (1984) Literacy in Theory and Practice, Cambridge: Cambridge University Press.

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