Moving Forward Together in Aboriginal Women's Health: - Theses ...

Moving Forward TogetherJanet KellyTo counter this, community members or participants are encouraged by socialactivists to construct their own knowledge through a process of action andreflection, to become empowered (the fourth form of power). This process isdescribed by Brazilian educationalist Paulo Freire as conscientisation andunderpins concepts of community development. While Habermas theorisedabout communicative action, Freire (1972) put into action concepts based onmoving from false consciousness to emancipatory knowledge and collaborativeaction. He particularly focused on critical awareness raising literacy programsat a grass roots level.Liberation, power and collaborative actionFreire stated that people were always in the process of becoming, and that theyhave an intricate part to play in their own development. Similar to Habermas,he saw that people had imagination that enabled them to envision not onlywhat is, but what could be. He proposed that if people could view their currentoppressed situation as temporary and alterable they could change their owndestiny (Freire 1972). Liberation was a key aspect of Freire’s work. Hebelieved that both the oppressed and the oppressors ultimately benefited from amove away from exploitation, oppression and all forms of injustice, towardworking together and becoming more human. He saw two-way discussions,critical reflection and working together in action, as key elements of liberation.This engages with the fourth aspect of power discussed by Gaventa andCornwall (Gaventa & Cornwall 2006) that views knowledge and power ascomplementary rather than competing.In his adult learning programs Freire regarded both the learner and the educatoras equal partners who both bring their knowledge (and power) with them in thelearning process. He described two forms of education. Banking Educationinvolved teachers ‘depositing’ knowledge in the ‘learner’ in a one way processwithout dialogue. The student was seen as merely an empty receptacle, therewas little opportunity for growth, and the status quo was not challenged (Freire1972). This form of education is more common in selective primary health careapproaches where acceptance and compliance rather than knowledge sharingand collaboration are expected.95