Language and Literacy

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Language and Literacy
Language and literacy refer to different things, however, they are usually connected and considered as an influence towards the healthy development of lived experiences in society. Literacy is a meaningful tool that serves the purpose of engaging with sensible issues in society. The various advancements within the society make the level of interaction and engagement more crucial. On the other hand, language is one of the ways that shapes people’s thinking as well as behavior because it is part of a culture that initiates behaviors (Baldwin 5). Language and literacy development are no doubt a key part of child development that supports the ability to communicate, think, and enhance relationships. Through the analysis of various texts, this study explores the contributions of literacy and language practices as they pertain to lived experiences.
Pedagogy of the oppressed by Freire is crafted to reflect some of the key cultural actions that potentially lead towards self-emancipation, including a just society that is free from oppression. The works in this literary are prefaced with both an appraisal of existing observed concrete realities of oppression based on the culture of silence and fear of freedom shadowed by the power of radical education based on dialogue (Hooks, 21). Such educational power contributes largely to individual and societal liberation, where the consciousness is awakened to the reality of the societal happenings. The book provides for the justification of oppression and how it is overcome, the education process as an instrument for domestication. There is a further depiction of class struggles within the society featuring the oppressed and the oppressor (Freire 4).
From the perspective of Freire, the teacher is considered as the master knowledge in possession of absolute truth. In comparison, the student represents the recipient of the teacher’s insight as well as knowledge. The banking model represented in this literature presents a hierarchical authority that inhibits the level of creative imagination that promotes blind inclination towards the status quo (Freire 10). The system produces a slavery-like dichotomy capable of promoting perpetual obedience as well as some nature of passivity amongst the oppressed. The pedagogy of the oppressed presents some fundamental aspects of the human condition that relates to an individual’s innate capability that works corporately towards liberation from any form of oppression (Hooks, 22).
The development of an alternative approach to education, as Freire proposed, helps build a dialogical relationship between various classes within society (Hooks, 14). In this case, the various categories of people unite as partners within the process of building society. The aspect of learning and teaching through dialogue helps towards the achievement of cooperation through conscious development that ultimately transforms reality. The conscious development process forms the foundation of Freire’s radical pedagogy (Freire 25).
The concept of critical awareness as developed by Freire becomes a reality through reflection and the action that helps transform society (Freire 33). The di...