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Reinvention and Context: Freirean Approaches to Pedagogical Dialogue in Catholic, Jewish, and Public Schools

Paulo Freire proposed dialogic pedagogyas a multi-dimensional framework for education-based work in social justice. 1 His work has greatly influenced educational theory and practice based on dialogue, which involves six tenants of hope, love, faith, humility, mutual trust, and critical thinking. Although broadly cited and extensively written about on a descriptive level, few studies have explored the implementation of Freire's framework in classroom practices. This study investigates how beginning teachers in Catholic, Jewish, and urban public school settings implement and reinvent Freire's framework as a means to meet the needs of students. The results identify spirituality as a common theme across all schooling contexts and identify concrete ways teachers implement pedagogy based in social justice. The authors propose ways in which teachers' continuing personal and professional development can be supported through an approach that recognizes teaching as an expression of spiritual as well as social convictions.