BOOK REVIEW 185

A P RACTITIONER ’ S P ERSPECTIVE

Peter McLaren’s Che Guevara, Paulo Freire and the Pedagogy of Revolu-
tion is two books in one. The first book, ‘Part I: Man in the Black Beret,’
deals with Che Guevara, a revolutionary and teacher of the oppressed.
‘Part II: The Man with the Gray Beard’ is about Paulo Freire’s contribution
to the pedagogy of revolution. The two parts of the book appear to be on
the same theme but are, in fact, diametrically opposed. In fact, they are
incongruous.
Although both Che Guevara and Paulo Freire worked with the
oppressed, they shared very little else. Peter McLaren makes an attempt
to convince the reader that the two ‘books’ are inseparable. So much effort
is placed on linking the two parts that the writer’s intent becomes lost.
The incongruity between the two parts was discovered accidentally.
After making two attempts to read Part I, a concern surfaced which
prevented me from going too far into the book. The concern centers on
the fact that Che Guevara was a foreigner to most Cubans of the time.
After the revolution, he was handed Cuban citizenship for his contribution
to its success. Not much later, he gave it up because he wanted to continue
revolutionary activities in Latin America, and other places, and did not
want his activities linked to Cuba. This demonstrates that his commitment
was not solely to that country. Cuba was the best show in town and he
would be part of that.
Latin American mythology incorporates the opposite themes of amparo
and libertad. Amparo is sanctuary, the protection from all evils. Libertad
is freedom. The dichotomy between these themes make Latin America
an easy prey for saviours – whether from the North or the South. Instead
of redefining, exposing and expelling these polarized concepts and thus
removing them from the Latino worldview, history has demonstrated how
the perpetuation of this myth has been more advantageous for leaders of
any stripe to exercise personal power than to create real opportunities for
freedom.
It is difficult for most educators to get past the idea that leaders
like Che Guevara make commitments to help students gain freedom
from oppression when, in fact, help has not been asked for. Helping the
oppressed without their permission is the antithesis of freedom. Education
is and should be about providing students with opportunities to do their
own thinking, make their own decisions, and therefore achieve freedom.
Freedom is not defined as an absolute. It comprises a series of possibilities
and it is up to each person to decide if he or she is free.
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Yet in this first part of the book, the reader is made to feel sympathy
towards a man who left his medical practice and his own country to liberate
people who live on a far away island without their permission. With his
training in medicine he could have helped people in his own country. If
McLaren’s goal is simply to preserve the image of an historical figure, he
succeeds. He is convincingly thorough. His thesis is comprehensive and
interesting, and he tells a captivating story. However, why Che Guevara is
being celebrated for his actions is not clear.
Part II of the book is enjoyable. Paulo Freire was a pedagogue in the
most positive sense. His ethics were of the highest standard in that he
invited the oppressed to become educated. His students had a choice to
participate or not. This education would result in change/revolution of the
oppressed worldview. His students would then be free. Inner revolutions
are not easily manifested or experienced. They are also very dangerous
for the status quo. Furthermore, they are not violent. There is no finality
associated with either that application or the experiences of individuals
within them. Instead, inner revolutions bear the potential for powerful
transformations.
In Paulo Freire’s revolution, participants live to experience freedom.
They also have an opportunity to experiment with practices characteristic
of freedom. A revolution that eradicates the oppressors does not give
anyone the opportunity to learn from it, or to have a change of heart.
There is no pedagogy in the removal of dissenters. In schools where
teachers occasionally dream of having homogeneous classes made of the
best students, the reality of working with diverse populations of students
is actually more challenging and interesting.
In a world where violence among students is feared by society, Peter
McLaren’s book may not have an obvious place. No single educational
jurisdiction comes to mind that reveres revolution as a modus operandi of
educational practice. The concept of ‘revolution’ is not part of even the
most avant garde teacher culture. Today’s schools want teachers who are
leaders of teachers and leaders of parents – in short, leaders in society, not
against it.
Where Peter McLaren shines is in describing the contribution that Paulo
Freire has made to international pedagogy – mostly in adult education.
His work here is relevant to instructional practices in secondary school
settings in the area of literacy. Paulo Freire’s focus is on where individual
learners need to be in order to take advantage of educational opportunities,
especially literacy, thereby placing them at the center of learning. Although
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the revolution takes place within, the application of the gained knowledge
has a direct link to the external world.
Peter McLaren writes a very powerful and engaging short section on
Power and Love, where he defines Paulo Freire’s evolution. It shows a
transformation of Paulo Freire’s world that came to encompass passion,
love, trust, kindness and a deep commitment to his students. This section
could have easily become the book. Its viability in today’s world of educa-
tion would have been apparent. The reader does not sense any reluctance
on McLaren’s part to write about love. It is a legitimate topic for the post-
modern world. On the other hand, some may find that it does not address
the concerns that form the basis of critical pedagogy.
The section on Power and Love addresses what teachers have described
as an important goal in education: educational change. The change,
however, is evolutionary as well as revolutionary in that it is a revolution
engendered and nurtured within the individual learner.
Great teachers who have left a legacy from Confucius to Paulo Freire
– including many who work more quietly to improve student learning –
first walk ahead of their students, leading the way into unknown realms.
As students progress and learn their lessons, these teachers begin to walk
beside them, letting the students take initiative and leadership. As students
progress and learn their lessons further, they then become adept in their
own fields. The loving teachers then walk behind them, observing the fruits
of their efforts with pride and the certainty that they have truly made a
contribution.
It would be unfair to criticize Che Guevara for his failings as a teacher.
After all, he did not reach old age. He did not get the opportunity to
walk behind his students. Who could imagine what transformations he
would have undergone? On the other hand, he cannot be lauded for his
“educational” accomplishments, as McLaren seems to be doing.
This may be a harsh report card on an historical figure of importance.
It would be appropriate to give Che Guevara credit for the love he had for
revolution and for some of the people of Cuba. There are few people in
this world incapable of loving.
McLaren’s book is enjoyable, challenging and controversial. The pages
are full of beautiful language that touches the heart and mind of the reader.
It is a book full of love for its two main characters. It also challenges the
reader to think and consider the role of the revolution as presented by Che
Guevara and Paulo Freire. It’s controversy, however, stems from the fact
that the two main characters are not equal in their educational and social
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approach. One will be remembered as a student who did not fully learn all
his lessons, the other as a great teacher.

RALFE SANCHEZ
7532 – 134 A Street
Surrey, BC
Canada V3W 7J1
E-mail: rsanchez@fc.sd36.bc.ca