1,2-Dichloroethane
IUPAC name 1,2-Dichloroethane
Other names Ethylene dichloride Ethane dichloride Dutch liquid, Dutch oil Freon 150
Identifiers
CAS number	107-06-2 Y
ChemSpider	10 Y
UNII	55163IJI47 Y
KEGG	C06752 Y
ChEMBL	CHEMBL16370 N
RTECS number	KI0525000
Jmol-3D images	Image 1
SMILES ClCCCl
Properties
Molecular formula	C2H4Cl2
Molar mass	98.96 g mol−1
Appearance	Colorless liquid with characteristic odor
Density	1.253 g/cm³, liquid
Melting point	-35 °C, 238 K, -31 °F
Boiling point	84 °C, 357 K, 183 °F
Solubility in water	0.87 g/100 mL (20 °C)
Viscosity	0.84 mPa·s at 20 °C
Structure
Dipole moment	1.80 D
Hazards
MSDS	External MSDS
R-phrases	R11 R45 R36/37/38
S-phrases	S45 S53
Main hazards	Toxic, flammable
NFPA 704	3 3 0
Flash point	13 °C
Related compounds
Related haloalkanes	Methyl chloride Methylene chloride 1,1,1-Trichloroethane
Related compounds	Ethylene Chlorine Vinyl chloride
Supplementary data page
Structure and properties	n, εr, etc.
Thermodynamic data	Phase behaviour Solid, liquid, gas
Spectral data	UV, IR, NMR, MS
N (verify) (what is: Y/N?) Except where noted otherwise, data are given for materials in their standard state (at 25 °C, 100 kPa)
Infobox references

The chemical compound 1,2-dichloroethane, commonly known by its old name of ethylene dichloride (EDC), is a chlorinated hydrocarbon, mainly used to produce vinyl chloride monomer (VCM, chloroethene), the major precursor for PVC production. It is a colourless liquid with a chloroform-like odour. 1,2-Dichloroethane is also used generally as an intermediate for other organic chemical compounds and as a solvent. It forms azeotropes with many other solvents, including water (b.p. 70.5 C) and other chlorocarbons.^[1]

History[link]

In 1794, physician Jan Rudolph Deiman, merchant Adriaan Paets van Troostwijk, chemist Anthoni Lauwerenburg, and botanist Nicolaas Bondt, under the name of Gezelschap der Hollandsche Scheikundigen (Dutch: Society of Dutch Chemists), were the first to produce 1,2-dichloroethane from olefiant gas (oil-making gas, ethylene) and chlorine gas. Although the Gezelschap in practice did not do much in-depth scientific research, they and their publications were highly regarded. Part of that acknowledgement is that 1,2-dichloroethane has been called "Dutch oil" in old chemistry.

Production[link]

Nearly 20 million tons of 1,2-dichloroethane are produced in the United States, Western Europe, and Japan.^[2] Production is primarily achieved through the iron(III) chloride-catalysed reaction of ethene (ethylene) and chlorine.

H₂C=CH₂ + Cl₂ → ClCH₂-CH₂Cl

1,2-dichloroethane is also generated by the copper(II) chloride-catalysed "oxychlorination" of ethylene:

2 H₂C=CH₂ + 4 HCl + O₂ → 2 ClCH₂-CH₂Cl + 2 H₂O

In principle, it can be prepared by the chlorination of ethane and, less directly, from ethanol.

Uses[link]

Vinyl chloride monomer (VCM) production[link]

With approximately 80% of the world's consumption of 1,2-dichloroethane, the major use of 1,2-dichloroethane is in the production of vinyl chloride monomer (VCM, chloroethene) with hydrogen chloride as a byproduct. VCM is the precursor to polyvinyl chloride.

Cl-CH₂-CH₂-Cl → H₂C=CH-Cl + HCl

The hydrogen chloride can be re-used in the production of more 1,2-dichloroethane via the oxychlorination route described above.

Other uses[link]

As a good apolar aprotic solvent, 1,2-dichloroethane is used as degreaser and paint remover. As a useful 'building block' reagent, it is used as an intermediate in the production of various organic compounds such as ethylenediamine. In the laboratory it is occasionally used as a source of chlorine, with elimination of ethene and chloride.

Via several steps, 1,2-dichloroethane is a precursor to 1,1,1-trichloroethane, which is used in dry cleaning. Historically, 1,2-dichloroethane was used as an anti-knock additive in leaded fuels.^[3]

Safety[link]

1,2-Dichloroethane is toxic (especially by inhalation due to its high vapour pressure), highly flammable,^[4] and carcinogenic. Its high solubility and 50-year half-life in anoxic aquifers make it a perennial pollutant and health risk that is very expensive to treat conventionally, requiring a method of bioremediation.^[5] While the chemical is banned from use by U.S. manufacturers^[6], a case was reported in 2009 of molded plastic consumer products (toys and holiday decorations) from China that released 1,2-dichloroethane into homes at levels high enough to produce cancer risk.^[7] Substitutes are recommended and will vary according to application. Dioxolane and toluene are possible substitutes as solvents. Dichloroethane is unstable in the presence of aluminium metal and, when moist, with zinc and iron.

References[link]

1. ^ Manfred Rossberg, Wilhelm Lendle, Gerhard Pfleiderer, Adolf Tögel, Eberhard-Ludwig Dreher, Ernst Langer, Heinz Rassaerts, Peter Kleinschmidt, Heinz Strack, Richard Cook, Uwe Beck, Karl-August Lipper, Theodore R. Torkelson, Eckhard Löser, Klaus K. Beutel, Trevor Mann “Chlorinated Hydrocarbons” in Ullmann's Encyclopedia of Industrial Chemistry 2006, Wiley-VCH, Weinheim. http://dx.doi.org/10.1002/14356007.a06_233.pub2
2. ^ J.A. Field & R. Sierra-Alvarez (2004). "Biodegradability of chlorinated solvents and related chlorinated aliphatic compounds". Rev. Environ. Sci. Biotechnol. 3 (3): 185–254. DOI:10.1007/s11157-004-4733-8. 
3. ^ Seyferth, D. (2003). "The Rise and Fall of Tetraethyllead. 2". Organometallics 22 (25): 5154–5178. DOI:10.1021/om030621b. 
4. ^ "1,2-Dichoroethane MSDS." Mallinckrodt Chemicals. 19 May 2008. Web. <http://hazard.com/msds/mf/baker/baker/files/d2440.htm>.
5. ^ S. De Wildeman & W. Verstraete (25 Mar., 2003). "The quest for microbial reductive dechlorination of C2 to C4 chloroalkanes is warranted". Appl. Microbiol. Biotechnol. 61 (2): 94–102. DOI:10.1007/s00253-002-1174-6. PMID 12655450. 
6. ^ Toxic Christmas: Plastic Ornaments May Pollute Your Air
7. ^ Doucette, WJ and Hall, AJ and Gorder, KA (Winter, 2010). "Emissions of 1, 2-Dichloroethane from Holiday Decorations as a Source of Indoor Air Contamination". Ground Water Monitoring & Remediation 30 (1): 67–73. DOI:10.1111/j.1745-6592.2009.01267.x. 

External links[link]

• Gezelschap der Hollandsche Scheikundigen
• ChemicalLand compound database
• Environmental Chemistry compound database
• Merck Chemicals database
• National Pollutant Inventory - 1,2 Dichlorethane Fact Sheet
• Locating and estimating air emissions from sources of ethylene dichloride, EPA report EPA-450/4-84-007d, March 1984

Julia Stiles
Stiles at the Tribeca Film Festival, New York, April 25, 2007
Born	Julia O'Hara Stiles (1981-03-28) March 28, 1981 (age 31) New York City, New York, U.S.
Occupation	actress
Years active	1993–present
Website
juliastilesblog.com

Julia O'Hara Stiles (born March 28, 1981) is an American actress.

After beginning her career in small parts in a New York City theatre troupe, she has moved on to leading roles in plays by writers as diverse as William Shakespeare and David Mamet. Her film career has included both commercial and critical successes, ranging from teen romantic comedies such as 10 Things I Hate About You (1999) to dark art house pictures such as The Business of Strangers (2001). She is also known for playing the supporting character Nicky Parsons in the Bourne film series and the leading role in Save the Last Dance, and for her role in Mona Lisa Smile. She guest starred as Lumen Pierce in the fifth season of the Showtime series Dexter, a role that earned her Emmy Award and Golden Globe Award nominations.^[1][2]

Early life[link]

Stiles was born in New York City, the eldest of three children. Her mother, Judith Newcomb Stiles, is a potter, and her father, John O'Hara, is a businessman.^[3] Stiles has English, Irish, and Italian ancestry.^[4] She started acting at age eleven, performing with New York's La MaMa Theatre Company.^[5]

Career[link]

Film career[link]

Stiles' first film was a non-speaking part in I Love You, I Love You Not (1996), with Claire Danes and Jude Law. She also had small roles as Harrison Ford's daughter in Alan J. Pakula's The Devil's Own (1997) and in M. Night Shyamalan's Wide Awake (1998). Her first lead was in Wicked (1998), playing a teenage girl who might have murdered her mother so she could have her father all to herself. Critic Joe Balthai wrote she was "the darling of the 1998 Sundance Film Festival"^[6] and Internet movie writer Harry Knowles said she was the "discovery of the fest", but the film was not commercially released in the U.S. and went direct-to-video.

In 1999, she portrayed Kat Stratford, opposite Heath Ledger, in Gil Junger's 10 Things I Hate About You, an adaptation of The Taming of the Shrew set in a high school in Tacoma, Washington. She won an MTV Movie Award for "Breakthrough Female Performance" for the role, and the Chicago Film Critics voted her the most promising new actress of the year. Foreign critics applauded her work as well, including Adina Hoffman, who praised her as "a young, serious looking Diane Lane"^[7] and Martin Hoyle, who commented that Stiles played Kat "with bloody-minded independent charm from the beginning with hints of wistfulness beneath the determination."^[8]

Her next starring role was in Down to You (2000), which was panned by critics, but earned her and her co-star Freddie Prinze, Jr. a Teen Choice Award nomination for their on-screen chemistry. She subsequently appeared in two more Shakespearean adaptations. The first was as Ophelia in Michael Almereyda's Hamlet (2000), with Ethan Hawke in the lead. The second was in the Desdemona role, opposite Mekhi Phifer, in Tim Blake Nelson's O (2001), a version of Othello set in a private boarding school. Neither film was a great success; O was subject to many delays and a change of distributors, and Hamlet was an art house film shot on a minimal budget.

Stiles' next commercial success was in Save the Last Dance (2001), as an aspiring ballerina forced to leave her small town in downstate Illinois to live with her struggling musician father in Chicago after her mother dies in a car accident. At her new, nearly all-black school, she falls in love with the character played by Sean Patrick Thomas, who teaches her hip-hop dance steps that get her into The Juilliard School. The role won her two more MTV awards for "Best Kiss" and "Best Female Performance", and a Teen Choice Award for best fight scene for her battle with Bianca Lawson. Rolling Stone pronounced her "the coolest co-ed," putting her on the cover of its April 12, 2001 issue. She told Rolling Stone that she performed all her own dancing in the film, though the way the film was shot and edited might have made it appear otherwise.^[9]

In David Mamet's State and Main (2000), about a film shooting on location in a small town in Vermont, she played a teenage girl who seduces a film actor (Alec Baldwin) with a weakness for young girls. Stiles also appeared opposite Stockard Channing in the dark art-house film The Business of Strangers (2001) as a conniving, amoral secretary who exacts revenge on her boss. Channing was impressed by her co-star: "In addition to her talent, she has a quality that is almost feral, something that can make people uneasy. She has an effect on people."^[10] Stiles also had a small but crucial role as Treadstone operative Nicolette "Nicky" Parsons in The Bourne Identity (2002), a role that was enlarged in The Bourne Supremacy (2004), then greatly expanded in The Bourne Ultimatum (2007).

Between the Bourne films, she appeared in Mona Lisa Smile (2003) as Joan, a student at Wellesley College in 1953, whose art professor (Julia Roberts) encourages her to pursue a career in law rather than become a wife and mother. Critic Stephen Holden referred to her as one of cinema's "brightest young stars,"^[11] but the film met with generally unfavorable reviews.

Stiles played a Wisconsin college student who is swept off her feet by a Danish prince in The Prince and Me (2004), directed by Martha Coolidge. Stiles told an interviewer that she was very similar to the character, Paige Morgan. Critic Scott Foundas said while she was, as always, "irrepressibly engaging," the film was a "strange career choice for Stiles."^[12] This echoed criticism in reviews of A Guy Thing (2003), a romantic comedy with Jason Lee and Selma Blair. Critic Dennis Harvey wrote that Stiles was "wasted,"^[13] and Stephen Holden called her "a serious actress from whom comedy does not seem to flow naturally".^[14]

In 2005, Stiles was cast opposite her Hamlet co-star Liev Schreiber in The Omen, a remake of the 1976 horror film. The film was released on June 6, 2006.^[15]

She returned to the Bourne series with a much larger role in The Bourne Ultimatum in 2007, and to this day it is her highest grossing film. Producer Lynda Obst said that Stiles was "turning into the next Meryl Streep."^[16] Stiles also appears in the 2008 film Gospel Hill. She portrayed a woman who falls in love with her stalker in the 2009 thriller The Cry of the Owl, based on the novel of the same name by Patricia Highsmith.^[17]

Julia Stiles began filming on her latest project, Between Us, in May 2011 with co-stars Taye Diggs, David Harbour and Melissa George. Between Us is the screen adaptation of the Off-Broadway play by the same name written by playwright Joe Hortua.^[18]

Stage career[link]

Stiles' first theatrical roles were in works by author/composer John Moran with the group Ridge Theater, in Manhattan's Lower East Side from 1993–1998. She later performed on stage in Eve Ensler's The Vagina Monologues, in the summer of 2002 and appeared as Viola, the lead role in Shakespeare in the Park's production of Twelfth Night with Jimmy Smits. Reviewing the production, Ben Brantley of The New York Times saluted Stiles as "the thinking teenager's movie goddess" who put him in mind of a "young Jane Fonda."^[19]

In the spring of 2004, she made her London stage debut opposite Aaron Eckhart in a revival of David Mamet's play Oleanna at the Garrick Theatre.^[20]

She reprised the role of Carol in a 2009 production,^[21] directed by Doug Hughes and co-starring Bill Pullman at the Mark Taper Forum. On June 30, 2009, it was announced that this production would be transferring to Broadway's John Golden Theatre, with previews beginning Sept. 29 before an October 11 opening night.^[22]

Stiles will play Jeannie in a production of Neil LaBute's Fat Pig directed by the playwright beginning in April 2011.^[23]

Other work[link]

Stiles appeared in the video for Cyndi Lauper's single, "Sally's Pigeons" in 1993. On March 17, 2001, Stiles hosted Saturday Night Live and, eight days later, she was a presenter at the 73rd Academy Awards.^[24] She returned to Saturday Night Live on May 5 appearing as then-President George W. Bush's daughter Jenna Bush in a skit that poked fun at the two first daughters being arrested for underage drinking.^[3] MTV profiled her in its Diary series in 2003,^[25] and she was Punk'd by Ashton Kutcher at a Washington DC museum in the spring of 2004.^[26]

Stiles made her writing and directorial debut with Elle magazine's short Raving starring Zooey Deschanel.^[27] It premiered at the 2007 Tribeca Film Festival.^[28]

In May 2010 Stiles was cast in a major role in the Showtime series Dexter^[29] and signed for 10 episodes.^[30] For this role Stiles received a nomination for the Golden Globe Award for Best Supporting Actress – Series, Miniseries or Television Film.^[31] as well as a Primetime Emmy Award for Outstanding Guest Actress in a Drama Series.

Personal life[link]

Stiles is a graduate of Columbia University and holds a degree in English literature. She received a John Jay Award in 2010, the annual honorary award given to five alumni by the Columbia College Alumni Association for professional achievements.^[32]

Stiles has also worked for Habitat for Humanity, building housing in Costa Rica,^[33] and has worked with Amnesty International to raise awareness of the harsh conditions of immigration detention of unaccompanied juveniles; Marie Claire, in January 2004, featured Stiles' trip to see conditions at the Berks County Youth Center in Leesport, Pennsylvania.^[34][35]

She is an ex-vegan, occasionally eating red meat.^[36] She says she gave up veganism after she developed anemia and found it difficult to get proper nutrition while traveling. Stiles has described herself as a feminist and wrote on the subject in The Guardian.^[20]

An avid baseball fan, she supports the New York Mets.^[37] She threw the ceremonial first pitch before their May 29, 2006 game.^[38] She is also an avid soccer fan and supports the New York Red Bulls. ^[39]

She's currently in a relationship with actor David Harbour.^[40]

Filmography[link]

Notes[link]

External links[link]

Find more about Julia Stiles on Wikipedia's sister projects:
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• Julia Stiles at the Internet Movie Database
• Julia Stiles at the TCM Movie Database
• Julia Stiles at the Internet Broadway Database
• Julia Stiles at the Internet Off-Broadway Database
• Raving Trailer directed by Julia Stiles
• Icons of Fright interview (June 1, 2006)
• Her Personal Blog
• Guardian Unlimited interview (April 3, 2004)
• Tiscali.uk interview (2004)
• Stiles on Tavis Smiley (June 5, 2006)

Paulo Freire
Born	(1921-09-19)September 19, 1921 Recife, Pernambuco, Brazil
Died	May 2, 1997(1997-05-02) (aged 75) São Paulo, São Paulo, Brazil
Nationality	Brazilian
Occupation	Educator, author
Known for	Theories of education
Influenced by	Jean-Paul Sartre, Erich Fromm, Louis Althusser, Herbert Marcuse, Karl Marx, Ivan Illich, Mao Zedong, Antonio Gramsci, Frantz Fanon
Influenced	Peter McLaren, Henry Giroux, Joe L. Kincheloe, Shirley R. Steinberg, Antonia Darder, Augusto Boal, James D. Kirylo

Paulo Reglus Neves Freire, PhD (September 19, 1921 – May 2, 1997) was a Brazilian educator and influential theorist of critical pedagogy.

Biography[link]

Freire was born September 19, 1921 to a middle class family in Recife, Pernambuco, Northeast Brazil. Freire became familiar with poverty and hunger during the Great Depression of the 1930s. In 1931, the family moved to the less expensive city of Jaboatão dos Guararapes, and in 1933 his father died. In school, he ended up four grades behind, and his social life revolved around playing pick up football with other poor children, from whom he learned a great deal. These experiences would shape his concerns for the poor and would help to construct his particular educational viewpoint. Freire stated that poverty and hunger severely affected his ability to learn. This influenced his decision to dedicate his life to improving the lives of the poor: “I didn't understand anything because of my hunger. I wasn't dumb. It wasn't lack of interest. My social condition didn't allow me to have an education. Experience showed me once again the relationship between social class and knowledge" (Freire as quoted in Stevens, 2002) .^[1]

Eventually his family's misfortunes turned around and their prospects improved.

Freire enrolled at Law School at the University of Recife in 1943. He also studied philosophy, more specifically phenomenology, and the psychology of language. Although admitted to the legal bar, he never actually practiced law but instead worked as a teacher in secondary schools teaching Portuguese. In 1944, he married Elza Maia Costa de Oliveira, a fellow teacher. The two worked together and had five children.

In 1946, Freire was appointed Director of the Department of Education and Culture of the Social Service in the State of Pernambuco. Working primarily among the illiterate poor, Freire began to embrace a non-orthodox form of what could be considered^[2] liberation theology. In Brazil at that time, literacy was a requirement for voting in presidential elections.

In 1961, he was appointed director of the Department of Cultural Extension of Recife University, and in 1962 he had the first opportunity for significant application of his theories, when 300 sugarcane workers were taught to read and write in just 45 days. In response to this experiment, the Brazilian government approved the creation of thousands of cultural circles across the country.

In 1964, a military coup put an end to that effort. Freire was imprisoned as a traitor for 70 days. After a brief exile in Bolivia, Freire worked in Chile for five years for the Christian Democratic Agrarian Reform Movement and the Food and Agriculture Organization of the United Nations. In 1967, Freire published his first book, Education as the Practice of Freedom. He followed this with his most famous book, Pedagogy of the Oppressed, first published in Portuguese in 1968.

On the strength of reception of his work, Freire was offered a visiting professorship at Harvard University in 1969. The next year, Pedagogy of the Oppressed was published in both Spanish and English, vastly expanding its reach. Because of political feuds between Freire, a Christian socialist, and successive authoritarian military dictatorships, the book wasn't published in Brazil until 1974, when General Ernesto Geisel became the then dictator president beginning the process of a slow and controlled political liberalisation.

After a year in Cambridge, Massachusetts, USA, Freire moved to Geneva, Switzerland to work as a special education advisor to the World Council of Churches. During this time Freire acted as an advisor on education reform in former Portuguese colonies in Africa, particularly Guinea Bissau and Mozambique.

In 1979, he was able to return to Brazil, and moved back in 1980. Freire joined the Workers' Party (PT) in the city of São Paulo, and acted as a supervisor for its adult literacy project from 1980 to 1986. When the PT prevailed in the municipal elections in 1988, Freire was appointed Secretary of Education for São Paulo.

In 1986, his wife Elza died. Freire married Maria Araújo Freire, who continues with her own educational work.

Freire died of heart failure on May 2, 1997 in São Paulo.

Theoretical contributions[link]

"There is no such thing as a neutral education process. Education either functions as an instrument which is used to facilitate the integration of generations into the logic of the present system and bring about conformity to it, or it becomes the ‘practice of freedom’, the means by which men and women deal critically with reality and discover how to participate in the transformation of their world."

—Richard Shaull, drawing on Paulo Freire^[3]

Paulo Freire contributed a philosophy of education that came not only from the more classical approaches stemming from Plato, but also from modern Marxist and anti-colonialist thinkers. In fact, in many ways his Pedagogy of the Oppressed (1970) may be best read as an extension of, or reply to, Frantz Fanon’s The Wretched of the Earth (1961), which emphasized the need to provide native populations with an education which was simultaneously new and modern (rather than traditional) and anti-colonial (not simply an extension of the culture of the colonizer).

In Pedagogy of the Oppressed (1970), Freire, reprising the oppressors-oppressed distinction, differentiates between the two positions in an unjust society, the oppressor and the oppressed. Freire makes no direct reference to his most direct influence for the distinction, which stems back at least as far as Hegel in 1802, and has since been reprised by many authors including Engels, Marx, Lenin, Gramsci, Simone Weil and others.

Freire champions that education should allow the oppressed to regain their sense of humanity, in turn overcoming their condition. Nevertheless, he also acknowledges that in order for this to occur, the oppressed individual must play a role in their liberation. As he states:

No pedagogy which is truly liberating can remain distant from the oppressed by treating them as unfortunates and by presenting for their emulation models from among the oppressors. The oppressed must be their own example in the struggle for their redemption (Freire, 1970, p. 54).^[4]

Likewise, the oppressors must also be willing to rethink their way of life and to examine their own role in the oppression if true liberation is to occur; "those who authentically commit themselves to the people must re-examine themselves constantly" (Freire, 1970, p. 60).

Freire believed education to be a political act that could not be divorced from pedagogy. Freire defined this as a main tenet of critical pedagogy. Teachers and students must be made aware of the "politics" that surround education. The way students are taught and what they are taught serves a political agenda. Teachers, themselves, have political notions they bring into the classroom (Kincheloe, 2008).^[5] Freire believed that "education makes sense because women and men learn that through learning they can make and remake themselves, because women and men are able to take responsibility for themselves as beings capable of knowing — of knowing that they know and knowing that they don't" (Freire, 2004, p. 15)^[6]

Banking model of education[link]

In terms of actual pedagogy, Freire is best known for his attack on what he called the "banking" concept of education, in which the student was viewed as an empty account to be filled by the teacher. He notes that "it transforms students into receiving objects. It attempts to control thinking and action, leads men and women to adjust to the world, and inhibits their creative power" (Freire, 1970, p. 77). The basic critique was not new — Rousseau’s conception of the child as an active learner was already a step away from tabula rasa (which is basically the same as the “banking concept”). In addition, thinkers like John Dewey were strongly critical of the transmission of mere facts as the goal of education. Dewey often described education as a mechanism for social change, explaining that “education is a regulation of the process of coming to share in the social consciousness; and that the adjustment of individual activity on the basis of this social consciousness is the only sure method of social reconstruction” (1897, p. 16).^[7] Freire’s work, however, updated the concept and placed it in context with current theories and practices of education, laying the foundation for what is now called critical pedagogy.

Student-teacher dualism[link]

^{[original research?]}

More challenging is Freire' s strong aversion to the teacher-student dichotomy. This dichotomy is admitted in Rousseau and constrained in Dewey, but Freire comes close to insisting that it be completely abolished.

Culture of silence[link]

According to Freire, the system of dominant social relations creates a culture of silence that instills a negative, silenced and suppressed self-image into the oppressed. The learner must develop a critical consciousness in order to recognize that this culture of silence is created to oppress.^[8] Also, a culture of silence can cause the "dominated individuals [to] lose the means by which to critically respond to the culture that is forced on them by a dominant culture."^[9] Social domination of race and class are interleaved into the conventional educational system, through which the “culture of silence” eliminates the "paths of thought that lead to a language of critique”^[10]

Global impact[link]

This section needs additional citations for verification. Please help improve this article by adding citations to reliable sources. Unsourced material may be challenged and removed. (June 2011)

Freire's major exponents in North America are Peter McLaren, Donaldo Macedo, Joe L. Kincheloe, Ira Shor, and Henry Giroux. One of McLaren's edited texts, Paulo Freire: A Critical Encounter, expounds upon Freire's impact in the field of critical education. McLaren has also provided a comparative study concerning Paulo Freire and the Argentinian revolutionary icon Che Guevara. Freire's work has also influenced the so-called "radical math" movement in the United States, which emphasizes social justice issues and critical pedagogy as components of mathematical curricula [2]

In 1991, the Paulo Freire Institute was established in São Paulo to extend and elaborate upon his theories of popular education. The Institute now has projects in many countries and is currently headquartered at UCLA Graduate School of Education and Information Studies where it actively maintains the Freire archives. The director is Dr. Carlos Torres, a UCLA professor and author of Freirean books including La praxis educativa de Paulo Freire (1978). Since the publication of the English edition in 1970, Pedagogy of the Oppressed has achieved near-iconic status in America’s teacher-training programs, according to Sol Stern, a social commentator critical of the entry of Freire's Marxist-inspired teachings into the mainstream curriculum. Connections of Freire's non-dual theory and pedagogy has also recently been made with eastern philosophical traditions such as the Advaita Vedanta^[11]

The Pedagogy and Theatre of the Oppressed Conference is held each spring and is guided by the theory and practice of these two liberatory practitioners. The Conference networks a wide variety of people with interests in Freire and Augusto Boal—liberatory education and theatre, community organizing, community-based analysis, TIE, race/gender/class/sexual orientation/geography analysis, performance/performance art, comparative education models, etc.

The Paulo and Nita Freire Project for International Critical Pedagogy has been founded at McGill University. Here Joe L. Kincheloe and Shirley R. Steinberg have worked to create a dialogical forum for critical scholars around the world to promote research and re-create a Freirean pedagogy in a multinational domain.

Paulo Freire's work also had a profound impact on Steve Biko and the Black Consciousness Movement in South Africa.

At his death, Freire was working on a book of Ecopedagogy, a platform of work carried on by many of the Freire Institutes and Freirean Associations around the world today. It has been influential in helping to develop planetary education projects such as the Earth Charter as well as countless international grassroots campaigns per the spirit of Freirean popular education generally.

Recognition[link]

• King Baudouin International Development Prize 1980. Paulo Freire was the very first person to receive this prize. He was nominated for the prize by Dr. Mathew Zachariah, Professor of Education at the University of Calgary.
• Prize for Outstanding Christian Educators with his wife Elza
• UNESCO 1986 Prize for Education for Peace
• Honorary Doctorate, the University of Nebraska at Omaha, 1996, along with Augusto Boal, during their residency at the Second Pedagogy and Theatre of the Oppressed Conference in Omaha.
• An independent public high school in Holyoke, Massachusetts, called the Paulo Freire Social Justice Charter School, won state approval on 28 February 2012. and is scheduled to open in the fall of 2012. http://dailyhampshiregazette.com/2012/02/29/holyoke-charter-school-gets-green-light-from-state-1

Bibliography[link]

Freire wrote and co-wrote over 20 books on education, pedagogy and related themes.^[12]

See also[link]

Notes[link]

References[link]

• Mann, Bernhard, The Pedagogical and Political Concepts of Mahatma Gandhi and Paulo Freire. In: Claußen, B. (Ed.) International Studies in Political Socialization and ion. Bd. 8. Hamburg 1996. ISBN 3-926952-97-0
• Aronowitz, Stanley (1993). Paulo Freire's radical democratic humanism. In P. McLaren & P. Leonard. (Eds.), Paulo Freire: A critical encounter (pp. 9-)
• Kincheloe, Joe L. (2008). Critical Pedagogy. 2nd Ed. New York: Peter Lang.

Further reading[link]

• Coben, Diana (1998), Radical heroes. Gramsci, Freire and the Politics of Adult Education, New York: Garland Press.
• Darder, Antonia (2002), Reinventing Paulo Freire: A Pedagogy of Love, Boulder: Westview.
• Elias, John (1994), Paulo Freire: Pedagogue of Liberation, Florida: Krieger.
• Ernest,Paul; Greer, Brian; Sriraman,Bharath(eds.), Critical Issues in Mathematics Education, The Mathematics Enthusiast: Monograph Series in Mathematics Education, Information Age Publishing; Charolotte, NC, ISBN 978-1-60752-039-9
• Freire, Paulo (1997) "Mentoring the mentor: a critical dialogue with Paulo Freire," Counterpoints: Studies in the Postmodern Theory of Education, Vol 60, 1997, ISBN 0-8204-3798-0
• Gadotti, Moacir (1994), Reading Paulo Freire. His Life and Work, Albany: SUNY Press.
• McLaren, Peter (2000) Che Guevara, Paulo Freire and the Pedagogy of Revolution, Maryland: Rowman & Littlefield.
• McLaren, Peter and Leonard, Peter (eds.) (1993), Paulo Freire: A Critical Encounter, London and New York: Routledge.
• McLaren, Peter and Lankshear, Colin (eds.) (1994), Politics of Liberation. Paths from Freire, London and New York: Routledge.
• Mayo,Peter (1999), Gramsci, Freire and Adult Education. Possibilities for Transformative Action, London and New York: Zed Books.
• Mayo,Peter (2004, 2008), Liberating Praxis. Paulo Freire's Legacy for Radical Education and Politics, Westport, Connecticut: Praeger; Rotterdam and Taipei: Sense.
• Morrow, Raymond A. and Torres, Carlos .A. (2002), Reading Freire and Habermas. Critical pedagogy and Transformative Social Change, New York and London: Teachers College Press.
• O’Cadiz, Maria del Pilar, Wong, Pia L. and Torres, Carlos A. (1997), Education and Democracy. Paulo Freire, Social Movements and Educational Reform in São Paulo, Boulder: Westview Press.
• Roberts, Peter (2000), Education, Literacy, and Humanization Exploring the Work of Paulo Freire, Westport, Connecticut: Bergin & Garvey.
• Rossatto, Cesar A. (2005), Engaging Paulo Freire's Pedagogy Of Possibility: From Blind To Transformative Optimism, Lanham: Rowman & Littleield.
• Taylor, Paul V. (1993), The Texts of Paulo Freire, Buckingham: Open University Press.
• Torres, Carlos A and Noguera, Pedro (eds.) (2008), Social Justice Education For Teachers. Paulo Freire and the Possible Dream, Rotterdam and Taipei: Sense.

Paulo Freire Institutes around the world[link]

• The Paulo and Nita Freire International Project for Critical Pedagogy
• The Paulo Freire Institute at UCLA
• The Paulo Freire Institute of South Africa
• Instituto Paulo Freire of Spain
• Instituto Paulo Freire, Brasil
• Paulo Freire Institute, Malta
• Paulo Freire Research Center, Finland

External links[link]

Wikiquote has a collection of quotations related to: Paulo Freire

• Digital Library Paulo Freire(Pt-Br)
• Pedagogy of the Oppressed by Paulo Freire
• PopEd Toolkit - Exercises/Links Inspired by Freire's Work
• Interview with Maria Araújo Freire on her marriage to Paulo Freire
• Interview excerpt with Paulo Freire on liberation theology and Marx
• A dialogue with Paulo Freire and Ira Shor (1988)

The phrases Fresh off the boat (FOB), Off the boat (OTB), Freshy, or just simply Boat; are terminologies used to describe immigrants that have arrived from a foreign nation and have not yet assimilated into the host nation's culture, language, and behaviour.^[1] "Fresh off the Boeing" is sometimes used in the United States as a variation, especially amongst south and south-east Asian immigrants. Within some ethnic Asian circles in the United States, the phrase is considered politically incorrect and derogatory. It can also be used to describe the stereotypical behavior of new immigrants as, for example, their poor driving skills,^[2] that they are educated yet working low-skilled or unskilled jobs, and their use of broken English. The term originates in the early days of immigration, when people mostly migrated to other countries by ship.

In the sociology of ethnicity, this term can be seen as an indicator of a nature of diasporic communities, or communities that have left their country of origin and migrated, usually permanently, to another country. The term has also been adapted by immigrants themselves or others in their community who see the differentiation as a source of pride, where they have retained their culture and have not lost it to assimilation. In fact, instead of taking this harm-intended phrase as an insult, many Korean, Japanese, Pakistani, Sri Lankan, Indian, and Chinese people (especially their American-born children) use this term to describe their cultural Asian habits and fashion sense, for example "fobby clothing", "fobby glasses" and "fobby accent."

In some instances, an "ethnic community" may find it difficult to shed an FOB image, independent of the degree of their assimilation. Although some try to assimilate, they may fail due to the very swift transition to the host continent.^[3] In the United Kingdom 'fresh off the boat' are referred to as freshies or simply FOBs and in the United States they are referred to as F.O.B.

References[link]

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Eddie Huang is a Taiwanese American chef, food personality and former lawyer. He is the owner of restaurants, BaoHaus, and Xiao Ye, which has since been closed down.^[1]

Early life[link]

Huang was born in 1982 in Washington, D.C. to immigrant parents from Taiwan. He attended The University of Pittsburgh, Rollins College and graduated with a B.A. He earned a J.D. from Cardozo School of Law.^[2]

Career[link]

Not long after graduating from law school, Huang decided for a career change. He was interested in food as he had grown up watching his mother cook at home and had learned many skills in the kitchen. He learned management from his father, who also opened restaurants^[3]

In December 2009, he opened BaoHaus, a Taiwanese bun shop, on the Lower East Side of New York. His straightforward menu consists of pillowy steamed buns filled with a flavorful protein of choice, cilantro, crushed peanuts and Taiwanese red sugar, and sweet bao fries ^[2] In July 2011, he opened his second shop in the East Village with an expanded menu.^[4] He also started the blog Fresh Off the Boat and sold a memoir to Random House by the same name. ^[5]

Huang describes his food as a mix of East Asian and Southern flavour.^[3]

His restaurant was recognized by the restaurant-rating website, Zagat Survey.^[6]

He made the 2011 Chow 13^[7] and was voted one of the 101 People You Must Meet in 2011 by Town and Country Magazine.

References[link]