Reading others, writing ourselves: the critical construction of collaborative memoir

Paulo Freires (1970) pedagogy focused on an anti-authoritarian, dialogical and interactive approach to learning that aimed to examine issues of relational power. In addition, the fundamental goal was to place social and political critiques of everyday life at the centre of the curriculum. Building on the work of Freire and other significant contributors to critical literacy pedagogy, this collaborative study incorporated the reading of published memoirs with a group of high school students and their teacher as a springboard for dialogue about social, political and cultural issues. In addition the study explored how autobiographical writing served as a tool for reflexive contemplation and critique of ideological positions.