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Fighting words as revolutionary pedagogy: a Freirean reading of young people’s experiences of a socially-engaged creative writing centre

ABSTRACT The present climate of standardisation and quantification compels schools to deliver outcome-based curricula that measure educational success in terms of academic attainment and students’ ‘ability’ to perform according to set criteria. Efforts to tackle educational inequality encourage conformity rather than address the underlying issues of the varied economic, cultural and social capital of diverse populations. Drawing on Paulo Freire’s theory of critical pedagogy, this paper examines the impact of a Freirean-inspired Dublin-based participatory arts initiative on youth from lower socio-economic backgrounds in Ireland. Focusing on the Freirean concepts of dialogue, democratic relations, voice, creativity and imagination, the authors present a case study of Fighting Words Creative Writing Centre, a socially-engaged participatory arts organisation currently operating in the non-formal education sector in Ireland. The research, a qualitative study conducted over a 12-month period, presents data gathered from participants and other key stakeholders through interviews and questionnaires. The findings indicate that participants in Fighting Words demonstrate increased levels of engagement and motivation, improved confidence and self-esteem, recognition of and pride in creative ability, a stronger sense of self, a greater ability to work collaboratively, and improved literacy.