Finding the Back Entrance Unsuitable: Liberation, Pedagogy, and South-View Cemetery

2016 ◽  
Vol 26 (2) ◽  
pp. 272-281
Author(s):  
Michelle S. Hite
Keyword(s):  
Liberation Pedagogy

Toward a Richer Theory of Feminist Pedagogy: A Comparison of “Liberation” and “Gender” Models for Teaching and Learning

1987 ◽  
Vol 169 (3) ◽  
pp. 91-100 ◽  
Author(s):  
Frances A. Maher
Keyword(s):  
Teaching Practices ◽  
Teaching And Learning ◽  
Strong Influence ◽  
Feminist Pedagogy ◽  
Women's Development ◽  
Conventional Teaching ◽  
Liberation Pedagogy ◽  
Feminist Theories ◽  
And Gender ◽  
Contemporary Education

This essay articulates two distinct sources for the set of teaching practices that have come to be called “feminist pedagogy.” The separate contributions of liberation pedagogy and of feminist theories of women's development are described. It is argued that neither approach taken by itself is adequate to produce a feminist pedagogy that fully challenges the androcentric universals of conventional teaching practices. By synthesizing the two approaches, however, feminist pedagogy can be developed in a way that will have a strong influence on contemporary education.

Impacts of Liberation Pedagogy: The Case of Workers' Education

1983 ◽  
Vol 165 (1) ◽  
pp. 113-129 ◽  
Author(s):  
David Hakken
Keyword(s):  
United States ◽  
Paulo Freire ◽  
The United States ◽  
Antonio Gramsci ◽  
Social Psychological ◽  
Education Programs ◽  
Worker Education ◽  
The Social ◽  
Liberation Pedagogy ◽  
The Impact

Some perspectives with which to evaluate the impact of the pedagogy of liberation on worker education programs in England and the United States are suggested. The pedagogy of liberation is often associated with the work of Paulo Freire and occasionally with that of the Italian Marxist, Antonio Gramsci. After some initial discussion of the nature of liberation pedagogy, the problems involved in assessing its effectiveness, are discussed in reference to specific worker education programs in England and the United States. The analysis of workers' education involves discussion of the pedagogy which informs particular programs and the social psychological dilemmas which often face the worker/students involved in workers' education. The article concludes with a discussion of the implications of the research on workers' education for liberation pedagogy.

scholarly journals Community Theater as social support for youth: agents in the promotion of health

2015 ◽  
Vol 20 (5) ◽  
pp. 1353-1362 ◽  
Author(s):  
Denise Diba ◽  
Ana Flavia d'Oliveira
Keyword(s):  
Young People ◽  
Ethnographic Study ◽  
Structured Interviews ◽  
Community Theater ◽  
Health Community ◽  
Liberation Pedagogy ◽  
Actual Operation ◽  
One Year ◽  
Relationship Of

There has been much discussion on promotion of the health of young people in vulnerable situations; but little work has been done analyzing its actual operation - and this is especially true in relation to programs and projects that are outside the health services. This article aims to analyze the relationship of an experience in Community Theater with the promotion of health. It is a qualitative, ethnographic study made at the Pombas Urbanas Institute, in the Cidade Tiradentes district of the municipality of São Paulo, and is coordinated by a theater group with a history that is relevant to the objective of the study. Participatory observation was carried out for one year, with semi-structured interviews with young people, and with actors of the Pombas Urbanas group, and analysis of documents. The theoretical framework that was used is made up of concepts from the fields of collective health, Community Theater, and liberation pedagogy. The results are presented in two interlinked sub-categories which have arisen from the empiric material and from the references adopted: (i) 'True friends', and (ii) 'Dialog'. The analysis clearly shows the importance of this type of theatrical joint experience for the promotion of health by transforming the quality of relationships between people. Concepts of health, culture and education were used in analysis of the results.

scholarly journals Special Education in Catholic Schools Viewed from a Liberatory Hermeneutic

2019 ◽  
pp. 47-72
Keyword(s):  
Special Education ◽  
Catholic Education ◽  
Students With Disabilities ◽  
Catholic Schools ◽  
Educational Leaders ◽  
Ethical Framework ◽  
Liberation Psychology ◽  
Persons With Disabilities ◽  
Ethical Implications ◽  
Liberation Pedagogy

This study explores anew the issue of providing special education in Catholic schools by viewing the ethical implications from a liberatory hermeneutic. By utilizing an interdisciplinary perspective, the research draws upon liberation theology, liberation psychology, liberation pedagogy, and liberation ethics to support the moral mandate for providing education for all God’s children, including those persons with disabilities. The study challenges Catholic educational leaders to reimagine their positions on how schools might promote a more inclusive, liberatory approach to serving the special needs of children with disabilities. Finally, this research provides a Catholic, liberatory, ethical framework for inclusive Catholic education to assist school leaders in the development of appropriate pedagogy and programming to address the issue of inclusion of students with disabilities.

scholarly journals Paradigma Pendidikan Pembebasan Paulo Freire Dalam Konteks Pendidikan Agama Islam

2018 ◽  
Vol 1 (01) ◽  
pp. 1-16
Author(s):  
Aridlah Sendy Robikhah
Keyword(s):  
Daily Life ◽  
Banking System ◽  
Paulo Freire ◽  
Islamic Education ◽  
Learning Goals ◽  
Documentary Method ◽  
Liberation Pedagogy ◽  
Double Movement

Education disposed ignoring some liberation values. Human considered like a mechanic machine that must be obey from the system. There is no liberation of thinking, liberation of act, liberation in expression and liberation for giving ideas. Paulo Freire, educational scientist gives some alternative illustrations for liberation pedagogy. This study applied a documentary method. Writer collect some book resources, then classify based on groups (biography, Paulo Freire’s theory and liberation pedagogy in Islamic education). This study found that liberation pedagogy in this case means to have awareness about education and daily life, so what student gets from teacher can be useful for facing their problems. Studying and reading books needs concentration, because according to Paulo Freire’s theory, the essences of study are reinventing, recreating and rewriting. Student must know what learning goals in each themes, because pedagogy is not like banking system,  students are not like an empty box. Students are human that have talent and capability, so this is teacher’s assignment to find and develop student’s ability. When this theory applied in Islamic Study, the solve of some student problems, still have to link to Alquran and Hadis with a double movement principle.

scholarly journals In Search of Liberation Pedagogy in South Africa

1990 ◽  
Vol 172 (2) ◽  
pp. 62-71 ◽  
Author(s):  
Jonathan Jansen
Keyword(s):  
South Africa ◽  
Liberation Pedagogy

scholarly journals The Voluntariat: A Freirean framework to understand the nature of undergraduate international (medical) experiences

2016 ◽  
Vol 7 (3) ◽  
pp. e31-36
Author(s):  
Seemi Qaiser ◽  
Helen Dimaras ◽  
Paul Hamel
Keyword(s):  
University Students ◽  
Ethical Issues ◽  
Job Market ◽  
Short Term ◽  
American University ◽  
Global Citizens ◽  
International Volunteering ◽  
Models Of Development ◽  
Liberation Pedagogy ◽  
Gain Access

Despite literature documenting limited and asymmetrical benefits along with ethical issues, short-term international volunteering is increasingly popular among North American university students as a perceived advantage when applying to professional healthcare schools or the job market. Academic institutions are also encouraging students to pursue international experiences in order to cultivate values as global citizens. These experiences are most typically limited to economically privileged students. Furthermore, international activities in developing countries often lack a pedagogy of social justice and may confirm a simplistic understanding of development. Brazilian educator Paulo Freire’s “liberation pedagogy” provides a framework for understanding the limitations of international volunteering, whereby the presence of privileged volunteers implementing Western models of development may hinder aspects of local movements. Regardless, university students face intense competition in accessing opportunities, such as medical school, and pay large sums to participate in volunteering to strengthen their academic credentials. We propose that these students form “the voluntariat.” They simultaneously play two roles by, first, contributing to the conditions that oppress the very communities in which they volunteer and, second, by playing a role as objects of oppression by the liberal institutions of learning and employment to which they are attempting to gain access.

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