Implikasi Pedagogi Paulo Freire dan Antonia Harder Terhadap Tindak Pidana Perdagangan Manusia di Nusa Tenggara Timur

Current research on human trafficking in the Christian Evangelical Church in Timor (GMIT) does not currently involve an educational approach to analyze the problem. So, the aim of this article is to contribute ideas about the pattern of contextual education for GMIT in countering human trafficking cases in East Nusa Tenggara. This study is based on a literature study comparing the critical pedagogy of Paulo Freire and Antonia Harder. After that, the authors uses this pedagogy to analyze the praxis of the mission of the Christian Evangelical Church in Timor and the contextual education practices of an alternative school named Lakoat.Kujawas. Through the mission and education dialogue, the authors see that the resistance base of GMIT has not involved culture and nature as a basis for resistance. Through the critical pedagogical analysis of Freire and Antonia Harder, the author shows the relevance of Lakoat.Kujawas’s liberation pedagogy and contextual education model for the resistance process undertaken by GMIT. Finally, this research is limited to the exploration of critical pedagogy for cases of human trafficking and not involve further politic of education, intercultural theological and practical studies on the pedagogy of liberation. AbstrakPenelitian tindak pidana perdagangan orang oleh Gereja Masehi Injili di Timor sejauh ini belum melibatkan pendekatan pendidikan di dalamnya. Oleh karena itu, tujuan artikel ini ialah membedah perdagangan orang dari sudut pandang pendidikan dan memberikan kontribusi pendekatan pendidikan terhadap pengembangan perlawanan Gereja Masehi Injili di Timor kasus perdagangan orang di Nusa Tenggara Timur. Penelitian ini didasarkan pada studi pustaka dengan mengandalkan pendekatan pedagogi pembebasan Paulo Freire dan Antonia Harder. Ide kedua tokoh tadi penulis pakai untuk menganalisa praksis misi perlawanan yang dikerjakan oleh Gereja Masehi Injili di Timor. Melalui tulisan ini, penulis menunjukan bahwa dengan mengembangkan praktik pendidikan, Gereja Masehi Injili di Timor mampu mengembangkan perlawanan yang berciri membebaskan, dan berdimensi multi keilmuan dengan mengandalkan konteks warga Gereja agar Gereja Masehi Injili di Timur mampu mendidik warga Gereja agar tidak lagi menjadi pelaku perdagangan orang.

Special Education in Catholic Schools Viewed from a Liberatory Hermeneutic

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.

NOTES ON EDUCATION FOR LIBERATION PEDAGOGY IN THE PAN-AFRICAN / BLACK INTELLECTUAL TRADITION

ABSTRACT: The article analyzes the North American context and strategies of the past and present Black American liberation. The author argues that despite the terror experienced by Black Americans during the process of slavery, in the struggle for civil rights, and in overcoming institutionalized racism, in their daily lives they experienced forms of psychic resilience nourished by the spirituality of the Black people, their thought informed by the Spirit. The collective courage of Black Americans and liberation pedagogy in the freedom struggle emerged out ofthis spiritually informed thought. All of this can be understood as an essentially liberating educational process. The Pan-African/Black intellectual tradition, understood as education for the pedagogy of liberation, offers a theoretical lens for the analysis and interpretation of this movement and struggle for freedom. This interpretive lens is absent from the curriculum and the professional preparation of educators and researchers in the United States. The author discussed the activism of Pan-African intellectual and Guyanese historian Walter Rodney (1942-1980) to synthesize this theoretical lens.

Paradigma Pendidikan Pembebasan Paulo Freire Dalam Konteks Pendidikan Agama Islam

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.

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

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.

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

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.