Brazilian ideologist and educator Paulo Freire, in his essay, “The ‘Banking’ Concept of Education” (1970), condemns the customary pedagogic complex for existing only to serve the oppressors of marginalized groups. Freire supports his attack on the framework of traditional education by using the ‘banking’ metaphor to paint a picture for the reader, lists similarities between ‘banking’ education and an oppressive society, and offers insight into an alternative, liberating method of teaching he refers to as “problem-posing education” (6). His purpose is to unveil the dehumanizing concept that under ‘banking’ education, students are not conscious beings but insensate receivers of an authority figure’s narration. Freire’s vexation with the dominant
