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    Wyświetlanie 1-4 z 4
    Tytuł:
    Teaching to Transgress: Subjective Educational Experience in the Model of Engaged Pedagogy of Bell Hooks (Gloria Jean Watkins)
    Autorzy:
    Drozdowicz, Jarema
    Powiązania:
    https://bibliotekanauki.pl/articles/644952.pdf
    Data publikacji:
    2019
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    bell hooks
    engaged pedagogy
    critical pedagogy
    feminism
    subjective experience
    Opis:
    The African-American scholar bell hooks is a well known figure in the Western academic milieu. This article makes an attempt at presenting the model of engaged pedagogy represented in hook’s works and her public appearances. This is done by highlighting the issue of subjective experience in the educational setting. Hook’s concept of race and gender is brought to attention to present the aforementioned issue within the broader context of her socio-cultural concepts she is known for. The outcome of this reconstruction shows us that the model of engaged pedagogy is developed by hooks into a wide set of postulates of structural change of the American schooling system, as well systems in other parts of the world. Therefore, it seems plausible to put her works within the tradition of critical pedagogy as found in the works of Paulo Freire and others.
    Źródło:
    Kultura-Społeczeństwo-Edukacja; 2019, 15, 1
    2300-0422
    Pojawia się w:
    Kultura-Społeczeństwo-Edukacja
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Towards a Critical Pedagogy of Peace Education
    Autorzy:
    Shapiro, Svi
    Powiązania:
    https://bibliotekanauki.pl/articles/644980.pdf
    Data publikacji:
    2015
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    critical pedagogy
    pedagogy of hope
    peace education
    Paulo Freire
    Opis:
    This article tackles the issue of critical pedagogy in regards to education for peace. Peace education is here seen as a holistic process of development of human potential to coexist in a less violent manner. This problem is significant for example in the context of South Africa, which is being explained in this paper. Another example of this kind of pedagogy is related to the Jewish and Greek concepts of Tikkun Olam and Parrhesia. Finally they are being emphasized the issues of empathy and pedagogy pf hope.
    Źródło:
    Kultura-Społeczeństwo-Edukacja; 2015, 7, 1; 7-20
    2300-0422
    Pojawia się w:
    Kultura-Społeczeństwo-Edukacja
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    „Z czego sie śmiejecie?”, czyli sztuka kabaretowa w perspektywie edukacyjnej
    “What Are You Laughing At?”, Sketch Comedies in the Perspective of Education
    Autorzy:
    Osip, Kamila
    Powiązania:
    https://bibliotekanauki.pl/articles/644982.pdf
    Data publikacji:
    2012
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    critical pedagogy
    deconstruction of
    culture
    resistan
    ce dialogue
    cabaret
    populararts
    game
    entertainment
    Opis:
    The educational reality is nowadays increasingly associated with the philosophy of postmodernity. The new orientation leads researchers to explore new paths – one of them may be the inclusion of popular culture with all its potential, not excluding popular arts, to the educational canon. This text is an attempt to approximate the popular arts as having significant educational potential in reference to the critical pedagogy. I will try to prove that even purely entertaining aspects of culture may have educational content. First of all, I would like to describe a critical orientation in pedagogy; I will present its practical side in relation to the deconstruction of cultural meanings and nally, I will show some consequent implications for relations between culture and education. The next part of my considerations will concern the popular culture as an educational area, with particular emphasis on a game as the source of culture and as an inherent element of popular arts. I will present in detail associations between popular arts and education based on Polish cabaret which I acknowledged as a place, where basic tasks and functions of critical pedagogy can be seen and realized. Finally, I will present some parts of interviews which had been conducted as my researches – these are the respondents’ opinions about cabaret and its interpretation. This part seems to be showing cabaret as a place of discourse, where a critical dialogue between the sender, the content and the recipient of cabaret transmission takes place.
    Źródło:
    Kultura-Społeczeństwo-Edukacja; 2012, 1; 205-223
    2300-0422
    Pojawia się w:
    Kultura-Społeczeństwo-Edukacja
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    “Let’s Talk”: Promoting Dialogue and Answerability in Critical Humanities Education with Permeable Curriculum and an Adda-Based Pedagogy
    Autorzy:
    Dutta, Ritam
    Powiązania:
    https://bibliotekanauki.pl/articles/644972.pdf
    Data publikacji:
    2015
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    critical humanities education
    permeable curriculum
    answerability
    dialogism
    funds-of-knowledge
    Adda-based pedagogy
    Opis:
    Building on Moje et al and Dyson’s work within a Bakhtinian framework of dialogism and ethics of answerability, the paper argues the need for a critical humanities educator to create dialogic learning spaces within classrooms that would be engaging for students and where students would be encouraged to draw from their various ‘funds of knowledge’ in order to connect their ‘school-world’ with their other social worlds. The paper points out the interconnected nature of our knowing-in-the-world and suggests that all teachers, but especially teachers of critical humanities or social sciences adopt an adda-based pedagogy through a permeable curriculum for promoting wholesome, student-cantered learning in colleges and universities that would harness students’ various ‘funds of knowledge’ both in and outside classrooms. The paper argues that even though the use of adda in the classroom, like other similarly negotiated curricula, does generate some challenges for educators, yet the benefits of using an adda-based pedagogy in the classroom far out-weigh its disadvantages in the creation of a democratic, equitable and engaging learning environment in classrooms.
    Źródło:
    Kultura-Społeczeństwo-Edukacja; 2015, 7, 1; 35-59
    2300-0422
    Pojawia się w:
    Kultura-Społeczeństwo-Edukacja
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-4 z 4

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