I have just come across this great little book – Pedagogy of the Oppressed by Paulo Freire. It is one of those books that I feel instantly connected with but at the same time rather daft that it has taken me all these years to find it. Freire was a South American educationalist who was heavily influenced by Marx. He wrote this book in the late 1960s, translated into English a few years later. His point is that education must lead to some positive social change, in other words it is more than just filling people’s heads with knowledge – it has to achieve something.
To do this he explains that education must be about us in the context in which we find ourselves and the problems we face on a day to day basis. It is always unfinished, requires dialogue between educators and those being educated (in fact he is sceptical of this distinction) and there are no fixed answers. To be effective we need to be aware of what is around us and to react into these changing situations. This combination of dealing with real life practical issues, being more aware of how we are with people and the situations we find ourselves and this overriding drive for social good are to me vital cornerstones of becoming more conscious and to effect positive ethical change.
However, there is a dilemma for those who set policy and strategy. For there to be effective change those who set policy and strategy need to recognise that there power is limited. It is not about ‘doing to people’ it is about providing them with the freedom, resources and support for them to tackle their own problems. This very much chimed with my research on policymaking and how this comes to affect frontline healthcare practice. However, it seems all too common (at least here in the UK) those politicians will seek to make clear promises for which ‘quantified outcomes’ are set. Politicians, strategists and policy makers have a lot to learn from this little book. And in doing so they might find some uncomfortable truths.