CARLOS ALBERTO TORRES is Distinguished Professor and former Director of the UCLA-Latin American Center. He is the Founding Director of the Paulo Freire Institute in São Paulo, Brazil; Buenos Aires, Argentina; and UCLA. Dr. Torres has been a Visiting Professor in universities in North America, Latin America, Europe, Asia, and Africa. He is also the holder of the UNESCO UCLA Chair on Global Learning and Global Citizenship Education, Department of Education, UCLA; and is a Foreign Fellow in The Royal Society of Canada (also called the Academies of Arts, Humanities and Sciences of Canada), and a Corresponding Member of the Mexican Academy of Sciences.

• Notes on Contributors ixForeword by Audrey Azoulay, Director-General of UNESCO for The Wiley Handbook on Paulo Freire xviiPart I History and Context of a Global Public Intellectual 1Introduction: Paulo Freire and the Dialectics of the Local and the Global 3Carlos Alberto TorresPart II From Recife to the World: Paulo Freire, Pilgrim of Utopia 311 Freire’s Intellectual and Political Journey 33Moacir Gadotti2 Paulo Freire: Education, Culture, and the University: A Historical Memory from More Than Fifty Years Ago 51Carlos Rodrigues Brandão3 Paulo Freire and the Movements of Popular Culture’s Educational Philosophy 67Bruno B. Costa4 Wake Up and Dream!: A Polyphonic Contextualization of Paulo Freire 83Peter Lownds5 Finding Paulo Freire in Chile 99Marcela Gajardo6 Paulo Freire’s Place in Latin America’s History and Future 121Adriana Puiggrós7 Paulo Freire Working in and from Europe 133Luiza Cortesão8 Freire and Africa: A Focus and Impact on Education 149N’Dri Thérèse Assie‐Lumumba, José Cossa, and Yusef Waghid9 Freirean Ideas and Practice in Asia: The Cases of Japan, Taiwan, and South Korea 167Chen‐Wei Chang, Sung Sang Yoo, and Shigeru Asanuma10 Freire in China 191Zhicheng Huang and Qing Ma11 Reading Freire in the Middle East: Vision 2030 and the Reimagining of Education in Saudi Arabia 199Jevdet Rexhepi12 Paulo Freire’s Continued Relevance for U.S. Education 221Martin Carnoy and Rebecca TarlauPart III Freire and the Epistemology of the Global South: Intersections and Relationships 23913 Rereading Freire and Habermas: Philosophical Anthropology and Reframing Critical Pedagogy and Educational Research in the Neoliberal Anthropocene 241Raymond Allen Morrow and Carlos Alberto Torres14 Juxtaposing the Educational Ideas of Gandhi and Freire 275Ratna Ghosh15 Education for “Not Being Duped” in an Era of Fake News: Insights from John Dewey and Paulo Freire 291John Rogers16 Praxis, Hegemony, and Consciousness in the Work of Antonio Gramsci and Paulo Freire 305Peter Mayo17 Education for Humanity: Freire and Sen Re-Examined 321Anamika Gupta, Nandini Chatterjee Singh, and Anantha K. Duraiappah18 Bases and Connections of Paulo Freire’s “Thought in Action” 335Afonso Celso ScocugliaPart IV Class, Gender, Race, Religion, the State, and a “Missing Chapter” in Freire’s Oeuvre 35719 Paulo Freire, Class Relations, and the Tasks of the Critical Scholar/Activist in Education 359Michael W. Apple20 The Connections Between Education and Power in the Liberatory Feminist Classroom: Appreciating and Critiquing Freire 379Sondra Hale21 Engaging Gender and Freire: From Discoursal Vigilance to Concrete Possibilities for Inclusion 389Lauren Ila Misiaszek22 A Freirean Journey from Chicana and Chicano Studies to Critical Race Theory 417Daniel G. Solorzano23 Callings, Myths, Liberation, and Communion: Toward an Understanding of Freirean Religiosity 431Cristobal Madero S. J.24 Paulo Freire and the “Logic of Reinvention”: Power, the State, and Education in the Global Age 445Raymond Allen Morrow25 Ecopedagogy: The Missing Chapter of Pedagogy of the Oppressed 463Greg William Misiaszek and Carlos Alberto TorresPart V Paulo Freire and the Construction of Democratic Education: What Is Freire’s Currency for Educational Reform? 48926 Reimagining Teacher Education to Promote Relationships of Caring and Advocacy: Finding a Way Back to Hope 491Sonia Nieto27 Paulo Freire and Globalized Higher Education 505José Eustáquio Romão28 Thesis Supervision: A Freirean Approach 521Peter Roberts29 Paulo Freire and the Debate on Lifelong Learning 535Peter Mayo30 Freirean Dialectics and Dialogue 551John D. Holst31 Fertilizing the Unusual (The Praxis of a Connective Organization) 565Ângela Biz Antunes, Francisca Pini, Paulo Roberto Padilha, and Sonia CoutoIndex 585

"Conceptually rich and readable, The Wiley Handbook will easily become a foundational Paulo Freire reader...The volume is essential reading for scholars of Freire, as even those who are well acquainted with his work stand to gain from these novel perspectives." - Compare: A Journal of Comparative and International Education, September 2019

CARLOS ALBERTO TORRES is Distinguished Professor and former Director of the UCLA-Latin American Center. He is the Founding Director of the Paulo Freire Institute in São Paulo, Brazil; Buenos Aires, Argentina; and UCLA. Dr. Torres has been a Visiting Professor in universities in North America, Latin America, Europe, Asia, and Africa. He is also the holder of the UNESCO UCLA Chair on Global Learning and Global Citizenship Education, Department of Education, UCLA; and is a Foreign Fellow in The Royal Society of Canada (also called the Academies of Arts, Humanities and Sciences of Canada), and a Corresponding Member of the Mexican Academy of Sciences.

• Notes on Contributors ixForeword by Audrey Azoulay, Director-General of UNESCO for The Wiley Handbook on Paulo Freire xviiPart I History and Context of a Global Public Intellectual 1Introduction: Paulo Freire and the Dialectics of the Local and the Global 3Carlos Alberto TorresPart II From Recife to the World: Paulo Freire, Pilgrim of Utopia 311 Freire’s Intellectual and Political Journey 33Moacir Gadotti2 Paulo Freire: Education, Culture, and the University: A Historical Memory from More Than Fifty Years Ago 51Carlos Rodrigues Brandão3 Paulo Freire and the Movements of Popular Culture’s Educational Philosophy 67Bruno B. Costa4 Wake Up and Dream!: A Polyphonic Contextualization of Paulo Freire 83Peter Lownds5 Finding Paulo Freire in Chile 99Marcela Gajardo6 Paulo Freire’s Place in Latin America’s History and Future 121Adriana Puiggrós7 Paulo Freire Working in and from Europe 133Luiza Cortesão8 Freire and Africa: A Focus and Impact on Education 149N’Dri Thérèse Assie‐Lumumba, José Cossa, and Yusef Waghid9 Freirean Ideas and Practice in Asia: The Cases of Japan, Taiwan, and South Korea 167Chen‐Wei Chang, Sung Sang Yoo, and Shigeru Asanuma10 Freire in China 191Zhicheng Huang and Qing Ma11 Reading Freire in the Middle East: Vision 2030 and the Reimagining of Education in Saudi Arabia 199Jevdet Rexhepi12 Paulo Freire’s Continued Relevance for U.S. Education 221Martin Carnoy and Rebecca TarlauPart III Freire and the Epistemology of the Global South: Intersections and Relationships 23913 Rereading Freire and Habermas: Philosophical Anthropology and Reframing Critical Pedagogy and Educational Research in the Neoliberal Anthropocene 241Raymond Allen Morrow and Carlos Alberto Torres14 Juxtaposing the Educational Ideas of Gandhi and Freire 275Ratna Ghosh15 Education for “Not Being Duped” in an Era of Fake News: Insights from John Dewey and Paulo Freire 291John Rogers16 Praxis, Hegemony, and Consciousness in the Work of Antonio Gramsci and Paulo Freire 305Peter Mayo17 Education for Humanity: Freire and Sen Re-Examined 321Anamika Gupta, Nandini Chatterjee Singh, and Anantha K. Duraiappah18 Bases and Connections of Paulo Freire’s “Thought in Action” 335Afonso Celso ScocugliaPart IV Class, Gender, Race, Religion, the State, and a “Missing Chapter” in Freire’s Oeuvre 35719 Paulo Freire, Class Relations, and the Tasks of the Critical Scholar/Activist in Education 359Michael W. Apple20 The Connections Between Education and Power in the Liberatory Feminist Classroom: Appreciating and Critiquing Freire 379Sondra Hale21 Engaging Gender and Freire: From Discoursal Vigilance to Concrete Possibilities for Inclusion 389Lauren Ila Misiaszek22 A Freirean Journey from Chicana and Chicano Studies to Critical Race Theory 417Daniel G. Solorzano23 Callings, Myths, Liberation, and Communion: Toward an Understanding of Freirean Religiosity 431Cristobal Madero S. J.24 Paulo Freire and the “Logic of Reinvention”: Power, the State, and Education in the Global Age 445Raymond Allen Morrow25 Ecopedagogy: The Missing Chapter of Pedagogy of the Oppressed 463Greg William Misiaszek and Carlos Alberto TorresPart V Paulo Freire and the Construction of Democratic Education: What Is Freire’s Currency for Educational Reform? 48926 Reimagining Teacher Education to Promote Relationships of Caring and Advocacy: Finding a Way Back to Hope 491Sonia Nieto27 Paulo Freire and Globalized Higher Education 505José Eustáquio Romão28 Thesis Supervision: A Freirean Approach 521Peter Roberts29 Paulo Freire and the Debate on Lifelong Learning 535Peter Mayo30 Freirean Dialectics and Dialogue 551John D. Holst31 Fertilizing the Unusual (The Praxis of a Connective Organization) 565Ângela Biz Antunes, Francisca Pini, Paulo Roberto Padilha, and Sonia CoutoIndex 585

"Conceptually rich and readable, The Wiley Handbook will easily become a foundational Paulo Freire reader...The volume is essential reading for scholars of Freire, as even those who are well acquainted with his work stand to gain from these novel perspectives." - Compare: A Journal of Comparative and International Education, September 2019

CARLOS ALBERTO TORRES is Distinguished Professor and former Director of the UCLA-Latin American Center. He is the Founding Director of the Paulo Freire Institute in São Paulo, Brazil; Buenos Aires, Argentina; and UCLA. Dr. Torres has been a Visiting Professor in universities in North America, Latin America, Europe, Asia, and Africa. He is also the holder of the UNESCO UCLA Chair on Global Learning and Global Citizenship Education, Department of Education, UCLA; and is a Foreign Fellow in The Royal Society of Canada (also called the Academies of Arts, Humanities and Sciences of Canada), and a Corresponding Member of the Mexican Academy of Sciences.

• Notes on Contributors ixForeword by Audrey Azoulay, Director-General of UNESCO for The Wiley Handbook on Paulo Freire xviiPart I History and Context of a Global Public Intellectual 1Introduction: Paulo Freire and the Dialectics of the Local and the Global 3Carlos Alberto TorresPart II From Recife to the World: Paulo Freire, Pilgrim of Utopia 311 Freire’s Intellectual and Political Journey 33Moacir Gadotti2 Paulo Freire: Education, Culture, and the University: A Historical Memory from More Than Fifty Years Ago 51Carlos Rodrigues Brandão3 Paulo Freire and the Movements of Popular Culture’s Educational Philosophy 67Bruno B. Costa4 Wake Up and Dream!: A Polyphonic Contextualization of Paulo Freire 83Peter Lownds5 Finding Paulo Freire in Chile 99Marcela Gajardo6 Paulo Freire’s Place in Latin America’s History and Future 121Adriana Puiggrós7 Paulo Freire Working in and from Europe 133Luiza Cortesão8 Freire and Africa: A Focus and Impact on Education 149N’Dri Thérèse Assie‐Lumumba, José Cossa, and Yusef Waghid9 Freirean Ideas and Practice in Asia: The Cases of Japan, Taiwan, and South Korea 167Chen‐Wei Chang, Sung Sang Yoo, and Shigeru Asanuma10 Freire in China 191Zhicheng Huang and Qing Ma11 Reading Freire in the Middle East: Vision 2030 and the Reimagining of Education in Saudi Arabia 199Jevdet Rexhepi12 Paulo Freire’s Continued Relevance for U.S. Education 221Martin Carnoy and Rebecca TarlauPart III Freire and the Epistemology of the Global South: Intersections and Relationships 23913 Rereading Freire and Habermas: Philosophical Anthropology and Reframing Critical Pedagogy and Educational Research in the Neoliberal Anthropocene 241Raymond Allen Morrow and Carlos Alberto Torres14 Juxtaposing the Educational Ideas of Gandhi and Freire 275Ratna Ghosh15 Education for “Not Being Duped” in an Era of Fake News: Insights from John Dewey and Paulo Freire 291John Rogers16 Praxis, Hegemony, and Consciousness in the Work of Antonio Gramsci and Paulo Freire 305Peter Mayo17 Education for Humanity: Freire and Sen Re-Examined 321Anamika Gupta, Nandini Chatterjee Singh, and Anantha K. Duraiappah18 Bases and Connections of Paulo Freire’s “Thought in Action” 335Afonso Celso ScocugliaPart IV Class, Gender, Race, Religion, the State, and a “Missing Chapter” in Freire’s Oeuvre 35719 Paulo Freire, Class Relations, and the Tasks of the Critical Scholar/Activist in Education 359Michael W. Apple20 The Connections Between Education and Power in the Liberatory Feminist Classroom: Appreciating and Critiquing Freire 379Sondra Hale21 Engaging Gender and Freire: From Discoursal Vigilance to Concrete Possibilities for Inclusion 389Lauren Ila Misiaszek22 A Freirean Journey from Chicana and Chicano Studies to Critical Race Theory 417Daniel G. Solorzano23 Callings, Myths, Liberation, and Communion: Toward an Understanding of Freirean Religiosity 431Cristobal Madero S. J.24 Paulo Freire and the “Logic of Reinvention”: Power, the State, and Education in the Global Age 445Raymond Allen Morrow25 Ecopedagogy: The Missing Chapter of Pedagogy of the Oppressed 463Greg William Misiaszek and Carlos Alberto TorresPart V Paulo Freire and the Construction of Democratic Education: What Is Freire’s Currency for Educational Reform? 48926 Reimagining Teacher Education to Promote Relationships of Caring and Advocacy: Finding a Way Back to Hope 491Sonia Nieto27 Paulo Freire and Globalized Higher Education 505José Eustáquio Romão28 Thesis Supervision: A Freirean Approach 521Peter Roberts29 Paulo Freire and the Debate on Lifelong Learning 535Peter Mayo30 Freirean Dialectics and Dialogue 551John D. Holst31 Fertilizing the Unusual (The Praxis of a Connective Organization) 565Ângela Biz Antunes, Francisca Pini, Paulo Roberto Padilha, and Sonia CoutoIndex 585

"Conceptually rich and readable, The Wiley Handbook will easily become a foundational Paulo Freire reader...The volume is essential reading for scholars of Freire, as even those who are well acquainted with his work stand to gain from these novel perspectives." - Compare: A Journal of Comparative and International Education, September 2019