He then follows with a detailed reading of Freire's works, finding textual support for the argument that Freire's epistemological underpinnings were in fact deeply committed to a dialectical materialist philosophical worldview and explains how Freire's conception of liberatory pedagogy flows directly from his epistemological commitments. In this paper, the author begins with a very brief discussion of the basic tenets of dialectical materialism. The second purpose is to offer a firm defense against many of Freire's detractors, which the author contends, maintain deep misunderstandings of Freire's dialectical materialism and therefore propagate deeply misplaced criticisms of his pedagogical framework.
First, this article serves to provide a detailed, text-based outline of how Freire's pedagogy, at its core, is based on a Marxist, dialectical materialist epistemological view of consciousness, human interaction, and material transformation. Here, the author's intention is to push in two directions. The author contends that an explication of Freire's dialectical materialist epistemology provides for an increased understanding Freire's liberatory pedagogy as a whole because it is difficult to grasp Freire's pedagogy without understanding its Marxism (Allman, 1999). Freire, 1992, 1998a Shor & Freire, 1987), is grounded in a thoroughly Marxist, or dialectical materialist, theory of knowledge (Roberts, 2003). Freire, 1982b) and carried out through "Pedagogy of the Oppressed" (P. Freire, 1982a), coherently systematized in "Extension or Communication" (P. As part of a critical analysis of Paulo Freire's work, this paper argues that, Freire's critical, liberatory pedagogy as conceived in "Education as the Practice of Freedom" (P.
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