One odd aspect of the book’s legacy—at least in its English translation—is its popularity in contexts in which students are not oppressed. In an article provocatively titled “Pedagogy of the Privileged,” the philosopher Tracey Nicholls, writing in the CLR James Journal (which is named for a Trinidadian Marxist), for a special issue on bell hooks, grappled with the paradox that, because higher education is still so class-segregated in the United States, radical American educators have found themselves teaching Pedagogy of the Oppressed—and its methods—in colleges and universities for the elite, contexts where students may be more likely to be oppressors. While Freire viewed the purpose of education as the liberation of the oppressed, in elite classrooms, Nicholls observes, the challenge for a liberatory pedagogy is to teach empathy and solidarity with the oppressed—who, in many cases, are not in the room.
I remember being recommended Pedagogy of the Oppressed during my education degree. I was therefore interested in the concern about the ‘Pedagogy of the Privileged‘.