Theory of the oppressed

​The Challenge

​“You Are the Player” Student or a teacher?

• Teacher gives only lectures, no discussion.

• Students’ questions are dismissed as “irrelevant.”

• Exam is the only way to measure intelligence

“Banking Education Detective”

​Decide if the scenario is Banking Model or Problem-Posing

• • The Banking Model: teacher deposits knowledge → students memorize.

  • Students = passive receivers.

  • Teacher = controller of truth & evaluation.

​The Challenge

The “Problem-Posing Model” (Solution Freire Proposes)

• Teacher = Facilitator / Co-learner

• Students = Active participants / Co-creators of knowledge

• Learning = Critical thinking + Dialogue + Real-life connection

• Classroom practices:

  • Teachers use dialogue instead of monologue.

  • Lessons start with real problems students face (personal, social, or global).

  • Students propose solutions, debate, and reflect.

  • Assessment = participation, projects, problem-solving, not just exams

Oppressor vs. Oppressed Roles

• Oppressor: Teacher → authority, evaluator, decision-maker.

• Oppressed: Student → dependent, silent, passive.

In groups, participants decide if the scenario is Banking Model (oppression) or Problem-Posing (liberation).

​

• The teacher assigns students to copy the definition of key terms from the textbook.

• The teacher asks students to create their own glossary with examples from their daily

​ Teacher asks closed questions: “What year did the Industrial Revolution begin?” → students answer with one number.

Teacher asks open-ended: “How would our lives be different if the Industrial Revolution never happened?”

• Students are graded only through a standardized multiple-choice exam.

• Students are invited to design a short project, debate, or presentation connecting the content to their community.

​​Spot the Oppression "Banking Education Detective”

• Banking Model: A student shares a personal story, and the teacher says: “That’s off-topic, let’s move on.”

Banking Model: Teacher speaks 90% of the time, students just listen.

Banking Model: Student makes a mistake → teacher says, “Wrong. Next!”

Freire’s Solution

• Problem-Posing Education:

  • Teacher and students co-investigate reality.

  • Dialogue replaces lectures.

  • Critical thinking replaces memorization.

Link to Theatre of the Oppressed

• Boal transformed passive spectators into “spect-actors.”

• In classrooms → turn passive students into active participants.

“What happens when a revolution fails? Can you give a modern example?”

1. Students respond in pairs → then share with class.

2. Teacher only facilitates, does not give the “final” answer.

Why it works:

• Students generate knowledge themselves.

• Encourages multiple perspectives.

​Activity 1 – Dialogue-Based Teaching

1. Choose a conflict situation from your subject:

   • History → Treaty negotiation.

   • Sociology → Debate between marginalized vs. dominant group.

   • Business → Company restructuring crisis.

   • Psychology → Client-therapist misunderstanding.

2. Assign students roles.

3. After the role-play, pause → ask: “How else could this play out?”

4. Allow students to replace characters and test solutions (Forum Theatre style).

Why it works:

• Students practice agency, not just analysis.

• Critical thinking through experience.

​Activity 2 – Role-Play (Boal-Inspired)

Activity 3 – Problem-Posing Tasks

1. Present a real problem without giving solutions. Example: “A city is facing 30% unemployment—what can be done?”

2. https://padlet.com/salma_elgameel/private-sector-investment-versus-government-intervention-whi-ql39s10hnuky4ml9

Why it works:

• Students become problem-solvers, not knowledge-receivers.

• Banking model teacher: Authority, lecturer, evaluator.

• Liberatory teacher: Facilitator, co-learner, guide.

• Action Step: Replace “giving answers” with “asking better questions.”

​Teacher Role Transformation

• Education is never neutral → it either liberates or oppresses.

• Students must become critical thinkers & change agents.

• Teachers must create free learning spaces, not controlled ones.

​Conclusion – Towards Liberating Classrooms

Action Commitment

“Write down ONE practice you will change to give students more freedom in learning.”
https://padlet.com/salma_elgameel/my-stunning-padlet-2oglk6zh614jrcl0

​“Liberation in education begins with small, conscious choices.”