{"id":{"repo_id":"siu-theses","oai_identifier":"oai:opensiuc.lib.siu.edu:dissertations-1800"},"canonical_url":"https://search.dev.ndltd.org/etd/siu-theses/oai:opensiuc.lib.siu.edu:dissertations-1800","repository":{"repo_id":"siu-theses","name":"Southern Illinois University","base_url":"https://opensiuc.lib.siu.edu/do/oai/"},"display":{"title":"EDUCATING HUMANIZATION: AN EXAMINATION INTO THE HUMANIZING PEDAGOGIES OF PAULO FREIRE","abstract":"One way critical educators can understand and orient to Paulo Freire's work and the tradition he inspired is by turning their attention to the alienation and affirmation of what he describes as the \"ontological vocation of being human.\" In this dissertation, I read across Freire's work in order to synthesize what I argue are three central commitments of his ontological vocation: 1) that the self/world are sociohistoric and 2) unfinished, and 3) that the human presence is historic. Next, I read Paulo Freire's more famous \"banking\" and \"problem-posing\" models of education through the lens of these commitments in order to demonstrate each as metonyms that stand in for his larger interests in alienating and humanizing cultural action. Finally, I argue that Deanna Fassett and John T. Warren's critical communication pedagogy can be a generative framework through which teachers and researchers can recognize and arrest the alienation of the ontological vocation.","abstract_html":"One way critical educators can understand and orient to Paulo Freire's work and the tradition he inspired is by turning their attention to the alienation and affirmation of what he describes as the "ontological vocation of being human." In this dissertation, I read across Freire's work in order to synthesize what I argue are three central commitments of his ontological vocation: 1) that the self/world are sociohistoric and 2) unfinished, and 3) that the human presence is historic. Next, I read Paulo Freire's more famous "banking" and "problem-posing" models of education through the lens of these commitments in order to demonstrate each as metonyms that stand in for his larger interests in alienating and humanizing cultural action. Finally, I argue that Deanna Fassett and John T. Warren's critical communication pedagogy can be a generative framework through which teachers and researchers can recognize and arrest the alienation of the ontological vocation.","abstract_has_math":false,"creators":["Bishop, Jared M."],"institution":null,"degree_name":"Doctor of Philosophy","degree_level":"Campus Only Dissertation","degree_discipline":"Speech Communication","degree_department":null,"school":null,"contributors":["Pensoneau-Conway, Sandra","Gray, Jonathan"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-05-01T07:00:00Z","date_published":"2014-05-01T07:00:00Z","updated_at":"2026-07-24T04:34:20Z","subjects":["Alienation","Critical Communication Pedagogy","Critical Pedagogy","Dehumanization","Freire","Humanization"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://opensiuc.lib.siu.edu/dissertations/797","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Pensoneau-Conway, Sandra","Gray, Jonathan"]},{"key":"dc:creator","label":"Author","values":["Bishop, Jared M."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Speech Communication"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Campus Only Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Alienation","Critical Communication Pedagogy","Critical Pedagogy","Dehumanization","Freire","Humanization"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://opensiuc.lib.siu.edu/dissertations/797"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["One way critical educators can understand and orient to Paulo Freire's work and the tradition he inspired is by turning their attention to the alienation and affirmation of what he describes as the \"ontological vocation of being human.\" In this dissertation, I read across Freire's work in order to synthesize what I argue are three central commitments of his ontological vocation: 1) that the self/world are sociohistoric and 2) unfinished, and 3) that the human presence is historic. Next, I read Paulo Freire's more famous \"banking\" and \"problem-posing\" models of education through the lens of these commitments in order to demonstrate each as metonyms that stand in for his larger interests in alienating and humanizing cultural action. Finally, I argue that Deanna Fassett and John T. Warren's critical communication pedagogy can be a generative framework through which teachers and researchers can recognize and arrest the alienation of the ontological vocation."]},{"key":"dc:title","label":"Title","values":["EDUCATING HUMANIZATION: AN EXAMINATION INTO THE HUMANIZING PEDAGOGIES OF PAULO FREIRE"]}]}],"canonical_facts":{"dc:contributor":["Pensoneau-Conway, Sandra","Gray, Jonathan"],"dc:creator":["Bishop, Jared M."],"dc:description.abstract":["One way critical educators can understand and orient to Paulo Freire's work and the tradition he inspired is by turning their attention to the alienation and affirmation of what he describes as the \"ontological vocation of being human.\" In this dissertation, I read across Freire's work in order to synthesize what I argue are three central commitments of his ontological vocation: 1) that the self/world are sociohistoric and 2) unfinished, and 3) that the human presence is historic. Next, I read Paulo Freire's more famous \"banking\" and \"problem-posing\" models of education through the lens of these commitments in order to demonstrate each as metonyms that stand in for his larger interests in alienating and humanizing cultural action. Finally, I argue that Deanna Fassett and John T. Warren's critical communication pedagogy can be a generative framework through which teachers and researchers can recognize and arrest the alienation of the ontological vocation."],"dc:identifier":["https://opensiuc.lib.siu.edu/dissertations/797"],"dc:subject":["Alienation","Critical Communication Pedagogy","Critical Pedagogy","Dehumanization","Freire","Humanization"],"dc:title":["EDUCATING HUMANIZATION: AN EXAMINATION INTO THE HUMANIZING PEDAGOGIES OF PAULO FREIRE"],"thesis:degree_discipline":["Speech Communication"],"thesis:degree_level":["Campus Only Dissertation"],"thesis:degree_name":["Doctor of Philosophy"]},"updated_at":"2026-07-24T04:34:20Z"}