Hermeneutical Injustice and Liberatory Education

2018 ◽  
Vol 56 (1) ◽  
pp. 59-82 ◽  
Author(s):  
Benjamin Elzinga
Keyword(s):  
Liberatory Education

The Movement Expands

2021 ◽  
pp. 212-236
Author(s):  
Mark R. Warren
Keyword(s):  
Restorative Justice ◽  
Zero Tolerance ◽  
Black Girls ◽  
School Site ◽  
Liberatory Education ◽  
Gender Nonconforming ◽  
Girls Of Color ◽  
Role Of Teachers ◽  
And Gender

Chapter 8 examines the expansion of the movement to new issues and newly forceful constituents. It charts the rise of the police-free schools movement and discusses the influence of the Movement for Black Lives. It documents the assertion of voice and leadership by Black girls; girls of color; and gender nonconforming students in the movement, highlighting the intersectional ways that they experience the school-to-prison pipeline. Finally, it examines the role of teachers as allies to the movement and highlights efforts to implement restorative justice as an alternative to zero tolerance. It emphasizes the need to connect restorative justice to school-site organizing that connects teachers with students and parents in ways that transform relationships and create liberatory education.

What is the “Dialogical Method” of Teaching?

1987 ◽  
Vol 169 (3) ◽  
pp. 11-31 ◽  
Author(s):  
Ira Shor ◽  
Paulo Freire
Keyword(s):  
Social Relations ◽  
Teacher Talk ◽  
Problem Posing ◽  
Liberatory Education ◽  
Collaborative Process ◽  
Mutual Learning ◽  
Critical Problems ◽  
Inquiry Dialogue ◽  
The Subject ◽  
And Training

Shor and Freire discuss here the dialogical method of liberatory education. Dialogue is not a mere technique to achieve some cognitive results; dialogue is a means to transform social relations in the classroom, and to raise awareness about relations in society at large. Dialogue is a way to recreate knowledge as well as the way we learn. It is a mutual learning process where the teacher poses critical problems for inquiry. Dialogue rejects narrative lecturing where teacher talk silences and alienates students. In a problem-posing participatory format, the teacher and students transform learning into a collaborative process to illuminate and act on reality. This process is situated in the thought, language, aspirations, and conditions of the students. It is also shaped by the subject matter and training of the teacher, who is simultaneously a classroom researcher, a politician, and an artist.

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