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Pedagogy, Oppression and Transformation in a 'Post-Critical' Climate provides an urgent reflection on Freire's work, in particular his central principles of pedagogy and praxis, offering a variety of critical responses from philosophical, sociological and egalitarian perspectives. The editors explore whether Freire's revolutionary work has stood the test of time and its relevance to educational discourses today - discourses that frequently contest the ontological and historical aspects of human development While Freire's work emerged as a response to the problem of providing a transformative educational praxis for justice and equality within a specific cultural and economic milieu, Pedagogy, Oppression and Transformation in a 'Post-Critical' Climate seeks to explore the value and possibilities of transformative praxis in perpetually diverse educational settings and within an increasingly divided globalised world. By building on the earlier emancipatory approach of Freire's Pedagogy of the Oppressed, it creates an international conversation between academics, educational practitioners and community activists for a new generation.
"Pedagogy, Oppression and Transformation in a 'Post-Critical' Climate provides an urgent reflection on Freire's work, in particular his central principles of pedagogy and praxis, offering a variety of critical responses from philosophical, sociological and egalitarian perspectives. The editors explore whether Freire's revolutionary work has stood the test of time and it's relevance to educational discourses today discourses that frequently contest the ontological and historical aspects of human developmentWhile Freire's work emerged as a response to the problem of providing a transformative educational praxis for justice and equality within a specific cultural and economic milieu, Pedagogy, Oppression and Transformation in a 'Post-Critical' Climate seeks to explore the value and possibilities of transformative praxis in perpetually diverse educational settings and within an increasingly divided globalised world. By building on the earlier emancipatory approach of Freire's Pedagogy of the Oppressed, it creates an international conversation between academics, educational practitioners and community activists for a new generation"--Provided by publisher.
"Provides a reflection and reevaluation on Freire's central principles of pedagogy and praxis"-- Provided by publisher.
As the COVID-19 pandemic has accelerated change and transformation in higher education, this book discusses the transformative power of the pandemic on three key elements in higher education: digitalisation, quality and trust.
Since its publication in 1968 Paulo Freire's Pedagogy of the Oppressed has maintained its relevance well into the 21st century. This book showcases the multitude of ways in which Freire's most celebrated work is being reinvented by contemporary, educators, activists, teachers, and researchers. The chapters cover topics such as: spirituality, teacher identity and education, critical race theory, post-truth, academic tenure, prison education, LGBTQ educators, critical pedagogy, posthumanism and indigenous education. There are also chapters which explore Freire's work in relation to W.E.B Du Bois, Myles Horton, Martin Luther King, Jr., and Simone de Beauvoir. Written by leading first and second-generation Freirean scholars, the book includes a foreword by Ira Shor and an afterword by Antonia Darder.
Recent years have shown the growth of federal legislation and programs having a profound impact on educational policy and practice, and a decline in reliance on broadly based educational justifications. Paralleling this development has been the emergence of well-endowed and influential private foundations, and an increase in corporate influence in shaping policy. In this volume the authors consider the discourse, rhetoric, and underlying values that sustain these developments alongside those that underlie more longstanding and competing educational theories and practices. This volume highlights the importance of recognizing opposing conceptualizations of education—some more educationally productive than others— and their core values, approaches to student learning, strengths and weaknesses, and justification. The authors analyze and critique what Jane Roland Martin has referred to as ‘the deep structure of educational thought’, and seek improved educational policy and practice with particular reference to curriculum and pedagogy. It features a comparative analysis of competing discourses including autocratic control, limited personal development, and praxis.
Music Education for Social Change: Constructing an Activist Music Education develops an activist music education rooted in principles of social justice and anti-oppression. Based on the interviews of 20 activist-musicians across the United States and Canada, the book explores the common themes, perceptions, and philosophies among them, positioning these activist-musicians as catalysts for change in music education while raising the question: amidst racism and violence targeted at people who embody difference, how can music education contribute to changing the social climate? Music has long played a role in activism and resistance. By drawing upon this rich tradition, educators can position activist music education as part of a long-term response to events, as a crucial initiative to respond to ongoing oppression, and as an opportunity for youth to develop collective, expressive, and critical thinking skills. This emergent activist music education—like activism pushing toward social change—focuses on bringing people together, expressing experiences, and identifying (and challenging) oppressions. Grounded in practice with examples integrated throughout the text, Music Education for Social Change is an imperative and urgent consideration of what may be possible through music and music education.
Prayer is an important religious practice that is rarely studied from the perspective of politics – and yet it should be. Though some forms of Protestantism teach that prayer should be individual and private, this is an exception rather than a rule. In many other religions and cultures, the regulation of collective and public prayer cannot be separated from the complex world of politics. Where is prayer allowed, and where not? Who can participate, and who can’t? How should you pray – and how shouldn’t you? Prayer is subject to a host of both written and unwritten political rules. From the Pentecostal religious battle – where prayer is both sword and shield against the Satanic Other – to the relations between Islam and Christianity, prayer as spiritual warfare can be found cross-culturally and across the world. This book brings together case studies of the political salience of prayer in Nigeria, France, India, Russia, and the United States. It deals with Christian, Muslim, and Hindu practices. In a world where religious tensions are ever-present, it reminds us of the intensely political nature of prayer. This book was originally published as a special issue of the Journal of Religious and Political Practice.
Paulo Freire is one of the most influential thinkers in education. This text is a thoughtful and thorough introduction to Freire's work, situating this in the context of his life, intellectual journey and the reception of his thinking around the world. Daniel Schugurensky's text offers a coherent and accessible account of Freire's educational thought, looking at its contribution to educational theory and practice and exploring the legacy of Freire for contemporary education and the relevance of his thought for today's students.