Everything about liberationist pedagogy
Would it be better to be in a virtual classroom where learners are not only expected to absorb information, but also encourage them to question, explore and speak out? Unfortunately, traditional education may have little room for freedom due to structured lesson planning and general approaches. This is exactly why liberationist pedagogy is necessary.
It was first introduced by Paulo Freire, a Brazilian educator and philosopher who challenged traditional education models. Instead, he proposed that education should be a practice of freedom. According to him, real learning happens when people think critically, reflect on what they know, and take ownership of understanding.
This liberationist pedagogy is very relevant today, especially in e-learning. As digital learning becomes more and more popular, there is a great opportunity for learners to not only scroll through modules, but also create online spaces that will actively and engagingly ask questions and lead their own paths. This approach places people and their individuality at the heart of e-learning as learners live in any part of the world and can come from a variety of backgrounds and have unique experiences. Let’s see what this is.
The core concept of liberationist pedagogy
Paulo Freire was born in Brazil in 1921. He grew up in poverty and saw how education and its absence shaped people’s lives. This led him to challenge traditional education models. This is something that teachers talk and students simply listen and memorize. He argued that students should not be passive recipients of information. Rather, they need to be active in learning, asking questions, discussing, thinking critically, and in linking what they have learned to real life. This was at the heart of his philosophy. Education is that people should understand the world around them and take action to change it. Freire’s ideas are surprisingly relevant to today’s digital learning environment, especially when designing e-learning courses that are meaningful and even life-changing.
Next, let’s dive into a little more concept. Critical thinking and learner agency play a major role in liberationist pedagogy. Critical thinking is encouraging learners to question what they are learning, why it is important, and how it connects to their world. In an eLearning environment, this may mean that learners will be challenged to look back on real problems or to look at multiple aspects of the problem rather than clicking on the right answer to choose. With regard to learning agencies, it involves giving learners choices and being able to take charge of their own learning paths. For example, online courses allow learners to select project topics based on what excites them without fear of judgment, or to discuss course materials on open forums. These strategies help learners see themselves not only as students but as knowledge co-creators. Below we will explain how to effectively implement liberationism in an online course.
How to apply liberationism to eLearning
Open-ended questions
Freire emphasizes how important the importance of dialogue is to learning, and questions tend to trigger dialogue and start conversations. Specifically, they talk about questions that encourage learners to reflect and respond according to their own perspective. In eLearning, this means asking open-ended questions. It can be used in the discussion forum as an assignment prompt and as a question at the end of the video. These questions have no correct answers, allowing multiple perspectives and encourage learners to connect their content with their world.
Journaling
According to Freire, reflexes are essential to action. In digital classrooms, reflective journaling provides private spaces for students to pause what they are learning and find meaning. It’s more like a learning tool than a diary. But how does it work? Many LMSSs offer journaling capabilities that allow students to post weekly thoughts, answer reflex prompts, and document their growth. For more advanced learners, each can create a public blog, track progress and receive feedback. For example, you could use a prompt such as “What did you think is the most interesting thing about this module?” Or “What would you do if you were in this situation?”
Project freedom
Most eLearning courses follow traditional models in which instructors determine what is important, how to learn, and how to evaluate. On the contrary, liberationist pedagogy is giving learners the freedom to lead their projects. What does this actually look like? First, we employ project-based learning. Instead of assigning a paper on a selected topic, learners will select a specific topic and present it as well. It also provides options for how to complete the task. For example, you can choose to write a case study, conduct an interview, or create a mini course for your peers. Finally, for longer courses, it gives them the opportunity to design a final product that reflects what they have learned and why it matters to them.
Peer education
Freire challenged the belief that teachers are the ultimate authority. He viewed learning as a mutual process, bringing something to the table for both teachers and students. With online learning, it often comes in the form of peer education. When students teach each other, they understand the content better and come together as a community. To implement this, create a group of students, assign each group to a topic and ask them to explain it in their own words. It also gives learners the opportunity to create short presentations explaining the concept to their peers, or to create short videos about it. However, remember that learners don’t need to be experts. They must be interested in and respectful of each other’s perspectives.
Shared learning space
Connection is at the heart of liberationist education. And shared learning spaces are extremely important as e-learning can be an isolated experience. It’s not just group projects. A shared learning space is an open environment where students can connect, ask each other, and challenge concepts. To build them, start by creating a discussion board. There, learners can share articles, current events, or personal experiences. Next, encourage students to use collaborative documents. Platforms such as Google Docs allow learners to collaborate on projects and share resources. Finally, try our Virtual Research Group. Host optional zoom or team sessions on asking questions, sharing resources, and expressing concerns.
Conclusion
Educational designers and educators have the opportunity to try something different, beyond the good old ways of delivering content. Therefore, we begin to create a space where learners feel seen, heard and empowered. Focusing on connectivity and adding meaning helps build trust, encourage reflection, and enable learners to explore and express themselves. After all, the more students have control over their learning journey, the more investments and workers there are.
