Separated by a Common Heterodoxy. Illich, Freire and the Perilous Spell of Radical Canonicity

John Baldacchino

Abstract


Many scholars, students and teachers who admire and continue to find inspiration in Paulo Freire’s and Ivan Illich’s work often insist on a shared common ground. This is done for good reason: Illich and Freire sought a sense of hope and liberation beyond the limitations by which large sections of humanity remain oppressed. It is therefore too easy to argue that texts like Pedagogy of the Oppressed and Deschooling Society can be aligned in sustaining a liberating and emancipatory approach, just as Illich’s case for the disestablishment of education would make a lot of sense if it were aligned with Freire’s critical pedagogical narrative. However, as this paper begins to show, though noble, such an approach would be detrimental to the one foundational aspect which both works happen to share: the claim to heterodoxy by which both Freire and Illich have endeared to make their case. More than a standard academic paper, this is a reflection on decades of being engaged with these two books. In a mix of personal and academic thoughts, and mostly taken from an Illichian perspective, the author argues that one must clearly separate these books by further submitting them to a reading that would immediately dispense with the gloss by which they remain canonized though often confused. While not exhaustive, this paper is meant to provoke more questions than give any specific answers.


Keywords


Illich; Freire; criticality; disestablishment; contingency; pedagogy; heterodoxy

Full Text:

PDF

References


Baldacchino, J. (2002). On a Dog Chasing Its Tail. Gramsci’s challenge to the sociology of knowledge. In Borg, C., Buttigieg, J., Mayo, P. (eds.), Gramsci and education. Oxford: Rowman & Littlefield.

Baldacchino, J. (2009). Education Beyond Education. Self and Imaginary in Maxine Greene’s philosophy. New York: Peter Lang.

Baldacchino, J. (2020). Educing Ivan Illich. Reform, Contingency and Disestablishment. New York: Peter Lang.

Barros, S. (2020). Paulo Freire in a Hall of Mirrors. In Educational theory, 70(2) April., 151-169.

Bingham, C., & Biesta, G. (2010). Jacques Rancière: Education, Truth, Emancipation. London: Continuum.

Blumenberg, H. (2010). Paradigms for a Metaphorology. Ithaca, NY: Cornell University Press.

Boff, L. (1988). When theology listens to the poor. San Francisco: Harper & Row.

Boff, L. (1995). Ecology & liberation: A new paradigm. Maryknoll, NY: Orbis Books.

Du Plessix Gray, F. (1970). Divine Disobedience. Profiles in Catholic Radicalism. New York: Alfred A Knopf.

Francis. (2015). Carta Enclíclica Laudato Si. Sobre el cuidado de la casa común. https://www.vatican.va/content/francesco/es/encyclicals/documents/papa-francesco_20150524_enciclica-laudato-si.html. Accessed on July 2, 2021.

Freire, P. (2005). Pedagogy of the Oppressed. 30th Anniversary edition. Myra Bergman Ramos (trans). New York: Continuum.

Gramsci, A. (1975). Gli Intellettuali. Torino: Editori Riuniti.

Greene, M. (1988). The Dialectic of Freedom. New York, NY: Teachers College Press.

Hartch, T. (2015). The Prophet of Cuernavaca: Ivan Illich and the Crisis of the West. New York, NY: Oxford University Press.

Illich, I. & Cayley, D. (1992). Ivan Illich In Conversation. Toronto: House of Anansi Press.

Illich, I. (1970). The Church, Change and Development. Chicago: Urban Training Center Press.

Illich, I. (1974). After Deschooling, What? London: Writers’ and Readers’ Publishing Cooperative.

Illich, I. (1981). Shadow Work. New York: M. Boyars.

Illich, I. (1983). Gender. London; New York: M. Boyars.

Illich, I. (1992). In the Mirror of the Past: Lectures and Addresses, 1978-1990. New York: M. Boyars.

Illich, I. (1993). In the Vineyard of the Text: A Commentary to Hugh’s Didascalicon. Chicago: University of Chicago Press.

Illich, I. (2012). Deschooling Society. New York: Marion Boyars.

Ladner, G. B. (1959). The Idea of Reform Its Impact on Christian Thought and Action in the Age of the Fathers. Cambridge, MA: Harvard University Press.

Luckmann, T. (1967). The Invisible Religion. The Problem of Religion in Modern Society. New York: Macmillan.

Marx, F., Engels, F. (2004). The German Ideology. New York: International Publishers.

Niebuhr, R. (1932). Moral man and immoral society. New York: C. Scribner’s sons.

Pinto, Alvaro Vieira. (1961). Consciência e realidade nacional. Rio de Janeiro: Ministerio da Educação e Cultura, Instituto Superior de Estudos Brasileiros.

Pinto, Alvaro Vieira. (1973). El pensamiento crítico en demografía. Santiago de Chile: Centro Latinoamericano de Demografía

Pinto, Alvaro Vieira. (1982). Sete lições sobre educação de adultos. São Paulo: Autores Associados: Cortez.

Rancière, J. (1991). The Ignorant Schoolmaster. Five Lessons in Intellectual Emancipation. Stanford CA: Stanford University Press.




DOI: https://doi.org/10.14516/ete.506

Refbacks

  • There are currently no refbacks.




Copyright (c) 2022 Espacio, Tiempo y Educación

ISSN: 2340-7263

DOI prefix: 10.14516/ete

URL: www.espaciotiempoyeducacion.com

FahrenHouse: Salamanca, Spain

Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)