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- Title
Writing and Selfhood in the Pedagogy of Célestin Freinet.
- Authors
Mason, Richard
- Abstract
This article explores the relationship between writing and selfhood in the thought and practice of the French pedagogue Célestin Freinet. After setting out the centrality of writing practices to Freinetian pedagogy, the article analyses writing's conceptual parameters within this context, stressing in particular Freinet's desire to make the classroom permeable to the outside world, and the vitalist orientation of his approach. Freinet's educational politics and his iconoclastic attitude towards the orthodoxies of the école républicaine led him to refuse the educational and cultural privilege traditionally accorded to writing. In keeping with broader tendencies within the international New Education movement, Freinet prioritized instead a more inclusive notion of expression. This article explores in particular Freinet's conception of the passage from lived experience to written expression, as well as his promotion of collective expressive practices over individualized models of creativity and authorship. More broadly, the article invites consideration of what examples drawn from the domain of education might have to offer transdisciplinary reflections on the relationship between writing and selfhood.
- Subjects
FREINET, Celestin, 1896-1966; EDUCATION policy; CREATIVE ability; AUTHORSHIP; EDUCATION
- Publication
French Studies, 2023, Vol 77, Issue 1, p48
- ISSN
0016-1128
- Publication type
Article
- DOI
10.1093/fs/knac260