Wyllie’s review of Freire’s Pedagogy of the Oppressed reflects on the main ideas of Freire’s book regarding Marxism and education. In the three chapters, Wyllie touches on who the oppressed and the oppressors are, the banking concept of education, the practice of those educational systems and the antidialogical and dialogical aspects of the oppressed and education. A theme the article really concentrates on is the idea of education and Marxism. According to Freire, society exercises a “banking method” of education on its students. Meaning that the students are empty vessels ready to be taught by teachers with specific educational agendas. The idea to fix or change this is to equalize the learning process in a way, this “requires that the teacher and student work together to solve problems on an equal footing, or at least without the teacher claiming absolute knowledge and an authority superior to that of a peasant” (5). However, Freire did go on to say that in a way the leaders must “mistrust the ambiguity of oppressed people” and that the organization, or teacher, does require authority. Although authority is required, it does not mean absolute power. Rather, it’s an argument for students to retain their own individual identities while learning within their society.
To represent this, I drew a little piggy bank that represents the student. In this case, society would put whatever they wanted into the bank in order to educate the student, without the student having an active part of their education. So, piggy bank=students Society= kids and quarters.