Pendidikan Dialogis nan Membebaskan: Kajian bagi Pendidikan Akuntansi (Kritis)

Abstract

This article is motivated by the awareness that education must give freedom to learners in the process of producing and reproducing knowledge through the learning process. Realizing that education can bring changes to social realities, the educational paradigm must be changed to lead to an innovative learning culture. Therefore, this paper provides inspiration from the thoughts of an educational philosopher, namely Paulo Freire. The focus is on how Paulo Freire's thoughts can be useful for developing accounting education and scholarship as an alternative to critical paradigms. Relevant literature review is used as a research approach to describe ideas of thought. Dialogic education will encourage the realization of emancipatory and transformative goals. This article can have at least two implications. First, accounting can be understood more broadly in the perspective used to see the social reality of accounting where a critical approach can be an alternative that strengthens the contribution of accounting as an active science. Second, to achieve the first goal, the conventional approach used for knowledge transfer must also be transformed into a liberating dialogical approach to give learners the courage to be more innovative and creative in seeing their social reality.