Emancipatory Pedagogy and Canadian Radical Humanities Programs

2021 ◽  
Author(s):  
James Czank
Keyword(s):  
Emancipatory Pedagogy

Preparing Critical Educators and Community-Engaged Scholars Through Participatory Action Research

2020 ◽  
pp. 1-20
Author(s):  
Meagan Call-Cummings ◽  
Melissa Hauber-Özer ◽  
Jennifer Rainey
Keyword(s):  
Higher Education ◽  
Action Research ◽  
Participatory Action Research ◽  
Doctoral Students ◽  
The United States ◽  
Participatory Action ◽  
Community Based ◽  
Discrete Method ◽  
Emancipatory Pedagogy ◽  
The University

Participatory action research (PAR) is a community-based form of inquiry conducted with individuals affected by an issue or problem being studied rather than about them. Rather than a method of inquiry, PAR is an epistemological stance towards knowledge and knowledge creation that is rooted in critical, emancipatory pedagogy. Because it is an orientation, rather than a discrete method, PAR is difficult to teach. Here the authors explore the experiences of both undergraduate pre-service teachers and doctoral students as they seek to reconcile PAR principles and practice with their personal and professional backgrounds. The purpose is not to present the best approach for teaching PAR in the university classroom; rather, it is a reflective exploration of the experiences of the authors' participants, which reveals rich insights into what it feels like to become researchers within the ‘culture' of formal higher education in the United States.

Ideology and Agency in the Process of Schooling

1983 ◽  
Vol 165 (1) ◽  
pp. 12-34 ◽  
Author(s):  
Henry A. Giroux
Keyword(s):  
Social Relationships ◽  
Common Sense ◽  
Critical Consciousness ◽  
Social Practices ◽  
The Unconscious ◽  
Emancipatory Pedagogy ◽  
Marxist Tradition

The concept of ideology is interrogated as the necessary basis for a more fully developed theory of emancipatory pedagogy. It is argued that within the Marxist tradition ideology has largely been defined in terms of domination and that a more dynamic concept of ideology must be developed that includes the notions of agency, struggle, and critique. It is argued that ideology must be viewed as dialectical, including consciousness, meaning, and material practices, and in particular including the categories of struggle and power. The three areas of the unconscious, common sense, and critical consciousness are analyzed in terms of their ideological functions and possibilities. Classroom material practices are then examined to illuminate the ways in which meaning is constructed and made material in texts and social relationships. These texts and social practices are examined in turn through the concepts of reproduction, production and reconstruction.

scholarly journals Existence and Resistance: The Social Model of Community Education in Ireland

2018 ◽  
Vol 7 (12) ◽  
pp. 270 ◽  
Author(s):  
Maeve O’Grady
Keyword(s):  
Critical Literacy ◽  
Process Model ◽  
Common Ground ◽  
Community Education ◽  
Social Model ◽  
Policy Changes ◽  
The Social ◽  
Emancipatory Pedagogy ◽  
The Republic ◽  
The Impact

Community education in the Republic of Ireland exists in several forms and in several sites. This article draws on two qualitative research projects in community education to identify the practices of the social model of community education that link them. The context of the research is the impact of policy changes as experienced by the practitioners and providers. The social model can be spoken of in different terms, depending on the practice of the speaker; it can be a process model of curriculum, critical literacy, or feminist emancipatory pedagogy. The article describes different discourses of practice and considers how practitioners could, while differentiating aspects of their practice, find common ground and resist the erosion of adult education for social justice by the state’s drive for vocational education for the labour market.

Utilizing Watson’s Theory of Human Caring and Hills and Watson’s Emancipatory Pedagogy to Educate Hospital-Based Multidisciplinary Healthcare Providers About Hospice

2012 ◽  
Vol 16 (4) ◽  
pp. 42-49 ◽  
Author(s):  
Alyx Iversen, ◽  
Loralee Sessanna,
Keyword(s):  
End Of Life ◽  
End Of Life Care ◽  
Healthcare Providers ◽  
Life Care ◽  
Care Needs ◽  
Theoretical Frameworks ◽  
Emancipatory Pedagogy ◽  
Hospice Referral ◽  
Theory Of Human Caring ◽  
Human Caring

Hospice offers holistic human caring that embraces every individual as a unique physical, mental, emotional, social, and spiritual entity. To holistically address and fulfill end-of-life care needs, wishes, and preferences for terminally ill patients and their families, early healthcare provider referral to hospice is crucial. Utilizing Watson’s (2012a) theory of human caring and Hills and Watson’s (2011) emancipatory pedagogy for nursing as theoretical frameworks, this article proposes an approach to educating multidisciplinary healthcare providers on the importance of and need for early hospice referral to promote quality holistic, meaningful, respectful, dignified, and compassionate end-of-life care.

Seeing Beyond the Interests of Industry: Teaching Critical Thinking

1983 ◽  
Vol 165 (3) ◽  
pp. 283-294 ◽  
Author(s):  
Jean Lind-Brenkman
Keyword(s):  
Critical Thinking ◽  
Critical Reflection ◽  
Political Action ◽  
Hidden Curriculum ◽  
Educational Materials ◽  
Emancipatory Pedagogy ◽  
The Relationship ◽  
Subsequent Identification

Models of “knowledge” are produced out of specific ideological interests and socio-historical circumstances. The materials distributed by industry to schools provide an illustration of the relationship between ideology and the form and content of “knowledge” in educational materials. A procedure for analysis and subsequent identification of the “hidden curriculum” in these materials is discussed. It is argued that such a process, as an act of critical reflection, allows educators and others to practice a critical and emancipatory pedagogy aimed toward political action.

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