We Make the Road by Walking

We Make the Road by Walking captures a series of conversations between two pioneering educators, Myles Horton and Paulo Freire. The book documents their dialogues about education, activism, and social change as they share experiences from their work in the American South and Brazil. Their discussions trace the development of their educational philosophies and methods through real examples from the Highlander Folk School and literacy programs in Latin America. Through their exchange, they explore the relationships between education, politics, and grassroots organizing. The conversations recount key historical moments in adult education and civil rights movements across both continents. Horton and Freire examine their parallel journeys as they developed approaches to empower communities through learning. The book stands as a testament to the power of dialogue itself, demonstrating how education and social transformation are inherently connected. Their insights continue to influence modern approaches to community organizing, participatory education, and social justice work.

Readers value the conversational format between two education activists sharing their philosophies and experiences. The book resonates with teachers, community organizers, and social justice advocates. Liked: - Practical insights on popular education and community organizing - Personal stories and real-world examples - Accessibility of complex educational concepts - Focus on learning through dialogue and experience Disliked: - Repetitive content in some sections - Rambling, unfocused dialogue at times - Can be abstract and theoretical - Some readers found the format hard to follow One reader noted: "The informal conversation style makes their ideas more approachable than their other academic works." Another commented: "The meandering discussions could have used more structure." Ratings: Goodreads: 4.3/5 (1,100+ ratings) Amazon: 4.6/5 (90+ ratings) The book receives higher ratings from educators and organizers compared to general readers.

Teaching to Transgress by bell hooks A collection of essays that examines education as a practice of freedom and connects teaching methods to racial justice and feminist thought.

Deschooling Society by Ivan Illich A critique of institutionalized education that proposes learning through community-based networks and informal skill exchanges.

Education for Critical Consciousness by Paulo Friere An exploration of consciousness-raising educational practices through case studies of literacy programs in Brazil.

The Long Haul by Myles Horton A memoir that details the founding of the Highlander Folk School and its role in labor and civil rights movements.

Teacher as Stranger by Maxine Greene An examination of education through existential philosophy and the role of teachers as agents of social change.

🔹 The book's unique format comes from recorded conversations between Horton and Freire over several days in 1987, capturing an intimate dialogue between two of the 20th century's most influential educational philosophers. 🔹 Myles Horton founded the Highlander Folk School in Tennessee, which trained civil rights leaders including Rosa Parks and Martin Luther King Jr., demonstrating how education could be used as a tool for social change. 🔹 Paulo Freire's literacy teaching methods, discussed throughout the book, helped teach 300 sugarcane workers to read and write in just 45 days during his early work in Brazil. 🔹 The book's title comes from a Spanish poem about making the road as you walk it ("se hace camino al andar"), reflecting both educators' belief that learning happens through action and experience. 🔹 The conversations were recorded shortly before Horton's death in 1990, making this book one of the last documented exchanges of his educational philosophy and life's work.