No model is without critique:
| Banking Concept | Problem-Posing Education | | :--- | :--- | | Teacher teaches; students are taught. | Teacher-student with students-teachers (dialogue). | | Knowledge is static. | Knowledge is dynamic and co-created. | | Students memorize and repeat. | Students critically question reality. | | Silence and obedience are virtues. | Speaking one’s word ( conscientização ) is the goal. | pendidikan kaum tertindas
This concept is most famously articulated by Brazilian educator in his 1968 masterpiece, Pedagogy of the Oppressed . However, its principles resonate deeply in post-colonial societies like Indonesia, Malaysia, and other Global South nations where historical oppression continues to shape access to and content of education. No model is without critique: | Banking Concept
Pendidikan kaum tertindas is not a fixed method but an ongoing ethical commitment. It asks educators: Whose side are you on? Whose knowledge counts? Is your classroom reproducing inequality or dismantling it? | Knowledge is dynamic and co-created
Kertas kerja ini membahas konsep "Pendidikan Kaum Tertindas" yang berakar pada pemikiran Paulo Freire dalam karya monumentalnya, Pedagogy of the Oppressed . Pembahasan berfokus pada kritik terhadap model pendidikan konvensional yang dikenal sebagai "model bank" ( banking concept of education ), yang kerap menjadi alat represi dan mempertahankan struktur sosial yang tidak adil. Sebagai alternatif, tulisan ini mengusung konsep pendidikan sebagai praktik kebebasan melalui metode dialogis dan conscientization (penyadaran). Tujuan akhir pendidikan kaum tertindas bukan sekadar literasi, melainkan humanisasi dan pembebasan dari budaya senyap ( culture of silence ).
While Freire focused on illiterate peasants in Brazil, the framework applies broadly: