In a brief Foreword to the volume, titled “On the Road to Social Justice: Reinventing Paulo Freire”, Ira Shor, a prominent exponent of critical pedagogy and former collaborator with Paulo Freire, precisely summarises the content by stating that “readers will encounter a panorama of reinvention, not standardization, which is what Paulo called for, a praxis 2 of adaptive local agency – action/reflection/action emerging for and from specific sites” (p. xi).
They (re)read and (re)analyse Freire in diverse geographical sites and from distinct disciplinary approaches.
This interdisciplinary anthology is thematically organised into five parts: I “The criticality of teacher preparation”, II “Pedagogy and practice”, III “The intersection of Paulo Freire and Myles Horton, Martin Luther King, Jr., and Simone de Beauvoir”, IV “Policy, the environment, and liberation theology” and V “Reflections, experiences, and consideration.” Thirty-three established and emerging scholars have contributed to this volume. In Reinventing Pedagogy of the Oppressed : Contemporary Perspectives, contributors engage with the “deep social justice thread” of Freire’s ontological and epistemological perspective and discuss a range of subjects such as “theology, technology, ecology, school reform, pedagogy, curriculum, leadership, politics, gender, sexual orientation, race, culture, ethnicity, psychology, and communication” (pp. 4–5). It is a prodigious task to reinvent Pedagogy of the Oppressed, 1 one of the most influential texts in the discipline of education, written more than five decades ago by Brazilian pedagogue and social justice activist, Paulo Freire.
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