Informacja

Drogi użytkowniku, aplikacja do prawidłowego działania wymaga obsługi JavaScript. Proszę włącz obsługę JavaScript w Twojej przeglądarce.

English (EN)·Polski (PL)·Yкраїнський (UK)
Przejdź do strony domowej biblioteki Centralna Biblioteka Wojskowa Link otwiera się w nowym oknie Logo biblioteki Prolib Integro - strona głównaCentralna Biblioteka Wojskowa

Wyszukujesz frazę "Critical Pedagogy" wg kryterium: Temat

  Lista filtrów
Wyrównaj
Wyświetlanie 1-15 z 89
Tytuł:
Prywatne-publiczne-polityczne. Genderowe konteksty edukacji
Private-public-political. Gender contexts of education
Autorzy:
Biskup, Barbara
Powiązania:
https://bibliotekanauki.pl/articles/433771.pdf
Data publikacji:
2014
Wydawca:
Polska Akademia Nauk. Komitet Nauk Pedagogicznych PAN
Tematy:
gender theory
ideology
critical pedagogy
Opis:
The author is trying to reconstruct the causes of moral panic around the concept of gender and she is searching for reasons why this category is used in the Polish press with the term "ideology". Justifying the relevance of gender for pedagogy, she compares the arguments of the supporters and opponents of spreading scientific reflections about gender roles in school. Seeking opportunities for dialogue between researchers and essayists, she asks about the role of educators in re-thinking the gender theory and stresses urgent need to engage in a public debate.
Źródło:
Rocznik Pedagogiczny; 2014, 37; 203-216
0137-9585
Pojawia się w:
Rocznik Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Jaka pedagogika krytyczna jest (nie)możliwa w Polsce i dlaczego? (Esej metakrytyczny z Henrym A. Giroux w tle)
What Kind of Critical Pedagogy is (Un)Feasible in Poland and Why? (a Meta-critical Essay with Henry A. Giroux in the Backdrop)
Autorzy:
Witkowski, Lech
Powiązania:
https://bibliotekanauki.pl/articles/1808262.pdf
Data publikacji:
2020-06-29
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
critical pedagogy
reception
resistance
reproduction
Opis:
The text undertakes the problematics situated between modernity and tradition regarding the reception of H.A. Giroux’s works in Poland, in a view of furthering the study of pedagogy and educational praxis. First, the author outlines the beginnings of openness towards critical pedagogy. What is underscored here is the 1980s’ main inspiration drawn from the resistance paradigm. Then, the author proceeds to the current state of Giroux’s reception in Poland. He illustrates differences among particular examples and levels of the said reception of Giroux’s pedagogy and of the scholar’s theoretical background. The emphasized disputes pertain especially to transcending metaphysics and relativism as a challenge faced by hermeneutical criticism and critical hermeneutics. Additionally, the “critical” horizon of the main handbook of pedagogy used in Polish universities is discussed. The author point to the wasteful efforts at instigating the breakthrough in the reception of critical pedagogy and he exemplifies them by an instance of misbegotten analysis of the allegedly delayed critical pedagogy of work. As a particularly positive example the author presents a new effort at developing critical hermeneutics (and radical praxis) for pedagogy by Andrzej Wierciński. In the concluding part written “in lieuof conclusions,” four lists of critical problems’ dislocations are provided; the problems are both convergent and related to one another, thereby redefining current research objectives and pertain to practical applications in educational praxis.
Źródło:
Chowanna; 2020, 1(54); 1-40
0137-706X
2353-9682
Pojawia się w:
Chowanna
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Education towards difference and inclusion. Two types of discourses – to positive pedagogy
Autorzy:
Kwieciński, Zbigniew
Powiązania:
https://bibliotekanauki.pl/articles/438041.pdf
Data publikacji:
2014
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
inclusion
special needs pedagogy
critical pedagogy
positive pedagogy
Opis:
The main goal of this article is description of two educational discourses pertaining to differences, their acceptance and eradication or alleviation. The first is the special needs pedagogy, which has seen a dispute between the enthusiasts of institutional and social integration of the disabled with people, communities and institutions dominated by those within a given norm. The second is characteristic of the critical pedagogy and sociology – concerns people and social groups who are culturally and socially excluded and marginalised, both overtly and covertly.
Źródło:
Journal of Gender and Power; 2014, 2; 29-36
2391-8187
Pojawia się w:
Journal of Gender and Power
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Hopeful Provocations for a Dialogue with Critical Pedagogy
Autorzy:
Steinberg, Shirley R.
Powiązania:
https://bibliotekanauki.pl/articles/1968640.pdf
Data publikacji:
2021-07-01
Wydawca:
Academicus. International Scientific Journal publishing house
Tematy:
critical pedagogy
Paulo Freire
power
education
Opis:
In respect for the tentative ways of knowing critical pedagogy, I choose not to define the notion, but rather discuss it from my point of view. It is easier to begin by discussion on what critical pedagogy is not: Critical pedagogy is not prescriptive way of teaching. It is not teacher-proof because it invites teachers to make their own decisions. It is expected to be student-centered but does not prioritize that the student has more to say than the teacher. It is respectful of different traditions, different ways of seeing the world. I would say that critical pedagogy is couched in literacies and, in a non-academic sense, it is couched in the notion of Paulo Freire’s notion of reading the world... the word becomes less important than the world, once one understands the world, cultures, societies, people actually do read the word better. For the purpose of this essay, I embed quotes from Freire’s work to include his voice within the text. There’s no such thing as neutral education. Education either functions as an instrument to bring about conformity or freedom. - Richard Shaull, Foreword in Paulo Freire, 1972
Źródło:
Academicus International Scientific Journal; 2021, 12, 24; 124-129
2079-3715
2309-1088
Pojawia się w:
Academicus International Scientific Journal
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Opór jako fenomen interdyscyplinarny – inspiracje dla pedagogiki specjalnej
Resistance as an interdisciplinary phenomenon – inspiration for special education
Autorzy:
Gumienny, Beata
Powiązania:
https://bibliotekanauki.pl/articles/1372533.pdf
Data publikacji:
2018-09-15
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
resistance
critical pedagogy
disability
special education
Opis:
The article is concerned with the issue of resistance, with particular focus on the philosophical, sociological, psychological and educational adumbration. The interdisciplinary notion of the resistance phoneme constitutes a contribution to its introduction to the special education area, to the world of persons with disabilities. Moreover, attention was drawn to the learning environment as a place triggering the students’ resistance to the school system and authority. The undertaken considerations have been located in the critical theory, defining the stance on authoritarianism, injustice, emancipation or liberation, and especially on stigmatization, marginalization and exclusion.
Źródło:
Interdyscyplinarne Konteksty Pedagogiki Specjalnej; 2018, 22; 239-258
2300-391X
Pojawia się w:
Interdyscyplinarne Konteksty Pedagogiki Specjalnej
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The role of education in the discourses of the EU and of alternative schooling institutions
Autorzy:
Galiere, Mehdi
Powiązania:
https://bibliotekanauki.pl/articles/605898.pdf
Data publikacji:
2019
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
Tematy:
education, critical pedagogy, critical discourse analysis, democratic education, Europe 2020.
Opis:
Der Band enthält die Abstracts ausschließlich in englischer Sprache.
The paper discusses two different approaches to education and the way they are embedded in different discourses on education. The market-oriented approach is compared to the democratic approach. In the paper, the discourse of the European Union is considered as an example of hegemonic neoliberal discourse while the discourse produced by the Summerhill School and the Self-Managed High School of Paris is addressed as a  counterhegemonic discourse. Drawing on Critical Discourse Studies scholars such as Norman Fairclough, and critical pedagogic approaches such as Basil Bernstein’s and Paulo Freire’s, it will be shown that the difference in the ways these institutions represent the social world around them have a strong influence on their discourses on what education is for and should be like. For the European Union, education is a utilitarian means facilitating the adaptation of society to the economic system through the acquisition of predefined skills, while for the democratic approach it is rather a practice developing common decision-making and empowerment through an understanding of the world as a whole.
L'article contient uniquement les résumés en anglais.
Źródło:
Lublin Studies in Modern Languages and Literature; 2019, 43, 3
0137-4699
Pojawia się w:
Lublin Studies in Modern Languages and Literature
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
A pedagogic complexus on the knowledge and impact of economic recession on secondary school students
Autorzy:
Lilian, Okam, Chinyere
Powiązania:
https://bibliotekanauki.pl/articles/890365.pdf
Data publikacji:
2019-07-11
Wydawca:
Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
Tematy:
critical pedagogy
social pedagogy
TFD
CPC
economic recession
Opis:
Economic recession in its simplest explication is the decline in the Gross Domestic Product (GDP) of any country. For over 25 years, recession set in Nigeria in 2015 with the oil price adjustment that affected global economy. Its effect on the country’s export has been punishing, seeing export and government revenues decline rapidly. This is due to some factors that include the fact that oil is Nigeria’s main source of foreign exchange earnings and government and financial revenue; insurgency in the North East of Nigeria and the agitating activities of the Niger/Delta region which has seen Chevron and some oil prospecting companies, the straightening of dollar which has made the Naira of less value. The study determine the extent to which the recession has affected students of school age. It describes the process of Theatre for Development (TFD) in the University of Calabar International Demonstration Secondary School (UCIDSS) as a means of evaluating the students’ knowledge of economic recession and how the recession has affected their studies and career choice. The issues discussed here came from the students, enabling them develop critical reasoning that will help them rekindle their ambitions as well as eliciting their knowledge of changes around their environment. Methodologically, Semi-Structured Interview, TFD and other participatory methodologies like FGD and playmaking were used and for those students who may have issues discussing their views in problem, Key informant Interview was applied.
Źródło:
International Journal of Pedagogy, Innovation and New Technologies; 2019, 6(1); 37-44
2392-0092
Pojawia się w:
International Journal of Pedagogy, Innovation and New Technologies
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Media Discourses that Normalize Colonial Relations: A Critical Discourse Analysis of (Im)migrants and Refugees
Autorzy:
Zhao, Meng
Rodriguez, Jorge
Monzo, Lilia D.
Powiązania:
https://bibliotekanauki.pl/articles/1062802.pdf
Data publikacji:
2019-06-30
Wydawca:
Akademia Pedagogiki Specjalnej. Language and Society Research Committee
Tematy:
CDA
immigrants
USA
critical pedagogy
Marxism-humanism
Opis:
The im(migration) and refugee crisis that are being exacerbated under the Trump administration, is a manifestation of empire-building and the long history of colonization of the Global South. A Marxist-humanist perspective recognizes these as consistent aspects of a clearly racist global capitalism that functions in the interest of multibillion dollar U.S. –based corporations and increasingly transnational corporations. Trade agreements, international economic policy, political intervention, invasion or the threat of these, often secure corporate interests in specific countries and regions. The authors use critical discourse analysis to examine the discourses around Mexican, Central American, and Syrian im(migrants) and refugees as examples of how U.S. mainstream media discourses normalize relations of domination between the U.S. and the Global South and by extension, between its peoples. The article posits these communities as an important revolutionary class for today.
Źródło:
Language, Discourse & Society; 2019, 7, 1; 127-142
2239-4192
Pojawia się w:
Language, Discourse & Society
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Critical education as an attempt to question the dominant habitus through the educational system
Autorzy:
Chojnowski, Dominik
Powiązania:
https://bibliotekanauki.pl/articles/36417542.pdf
Data publikacji:
2022-12-20
Wydawca:
Wydawnictwo Naukowe Chrześcijańskiej Akademii Teologicznej w Warszawie
Tematy:
neoliberalism
capitalism
critical pedagogy
resistance
ideology
democracy
Opis:
In the article, I analyze the role of education in the prevailing system of neoliberal capitalism. On the one hand, it is used by the dominant culture characteristic for the upper classes to imprint appropriate ideological assumptions in the minds of students. On the other hand, there is strong resistance to the practices of subordination and implementation of the logic of the prevailing system. Illich's concept of deschooling society recognizes that compulsory education should be abolished. Critical educators such as Henry Giroux and Peter McLaren argue that the resistance present in the school testifies to the possibility of using the school to shape critical citizens capable of defending democracy. In my article, I argue that it is possible to partially free oneself from the logic of the dominant culture and to partially emancipate the habituses characteristic of the lower classes. However, it is not my goal to illustrate the ideas present in the theories under analysis by referring to specific examples in the field of a particular educational system.
Źródło:
Studia z Teorii Wychowania; 2022, XIII(4 (41)); 65-80
2083-0998
2719-4078
Pojawia się w:
Studia z Teorii Wychowania
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
O psuciu pedagogiki – rozważania na kanwie doświadczeń członka PKA
About ruining the pedagogy – deliberations based on experience of PKA member
Autorzy:
Amadeusz, Krause
Powiązania:
https://bibliotekanauki.pl/articles/433795.pdf
Data publikacji:
2014
Wydawca:
Polska Akademia Nauk. Komitet Nauk Pedagogicznych PAN
Tematy:
state of pedagogy
academic discourse
crisis of pedagogy
critical pedagogy
Opis:
In the article is taken the issue of condition of pedagogy as a research field and academic discipline. Many critical researchers and analytics arrives at a conclusion that there is a crisis of: school, higher education, upbringing, teacher’s role, educational system etc. Thus, we face common demand of changes, adaptation, reorganization, modernization, emancipation of/for/towards that what is placed within the field of pedagogy. Fundamental questions about the scientific nature and paradigmaticness of pedagogy are being moved to the further plan and giving up place to the questions about: the state of the pedagogy/pedagogics, the quality of problems considered by it and its ability/readiness to solve those problems.
Źródło:
Rocznik Pedagogiczny; 2014, 37; 37-46
0137-9585
Pojawia się w:
Rocznik Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
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:
The Curse of Totalitarianism and the Challenge of Critical Pedagogy
Autorzy:
Giroux, Henry A.
Powiązania:
https://bibliotekanauki.pl/articles/1808128.pdf
Data publikacji:
2020-06-29
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
totalitarianism
critical pedagogy
education
social responsibility
educators
crisis
Opis:
Expanding critical pedagogy as a mode of public pedagogy suggests being attentive to and addressing modes of knowledge and social practices in a variety of sites that not only encourage critical thinking, thoughtfulness and meaningful dialogue, but also offer opportunities to mobilize instances of moral outrage, social responsibility and collective action. Such mobilization opposes glaring material inequities and the growing cynical belief that today’s culture of investment and finance makes it impossible to address many of the major social problems facing the United States, Canada, Latin America and the larger world. Most importantly, such work points to the link between civic education, critical pedagogy and modes of oppositional political agency that are pivotal to creating a politics that promotes democratic values, relations, autonomy and social change.
Źródło:
Chowanna; 2020, 1(54); 1-22
0137-706X
2353-9682
Pojawia się w:
Chowanna
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Theatre and performance as healing forces – saving the Open Society? A case study of The Workcenter of Jerzy Grotowski and Thomas Richards and Subpoetics performative endeavours as ways of enhancing empathy and building intercultural dialogue in the light of critical pedagogy
Autorzy:
Mackenzie, Dorota
Powiązania:
https://bibliotekanauki.pl/articles/1789833.pdf
Data publikacji:
2021-02-16
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
critical pedagogy
empathy
intercultural dialogue
performance
open society
Opis:
In the various versions of democracy’s orientations around the world nowadays, we can discern cracks, but still not a crucial break from the project of (an) open society. The inner reality of this phenomenon can be deciphered and dealt with in many ways. The two case studies (The Workcenter of Jerzy Grotowski and Thomas Richards as well as Subpoetics International) analysed in the article, present theatre as healing and pedagogical forces, which can save the core of Open Society. Generally speaking, this can be achieved by strengthening intercultural dialogue and empathy while applying strict rules of the craft and technique. The two mentioned theatre-performance groups present high-functioning varieties of open society and also focus on the threats and obstacles which may be encountered in contemporary society. Beyond varied activities, the Workcenter and Subpoetics also carry out educational and workshop-based work connecting people from all paths of life and all around the world, creating an international network, which is both healing and creative. In both cases they are groups producing works of very powerful physiology and intensity, which seek the human truth in troubled times.
Źródło:
Kwartalnik Pedagogiczny; 2020, 65(3 (257)); 66-84
0023-5938
Pojawia się w:
Kwartalnik Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Mapping Research and Teaching Trajectories: A Critical Turn in the Indian IR
Autorzy:
Behera, Navnita
Powiązania:
https://bibliotekanauki.pl/articles/2091668.pdf
Data publikacji:
2020-06-24
Wydawca:
Uniwersytet Warszawski. Wydział Nauk Politycznych i Studiów Międzynarodowych
Tematy:
Indian IR
research trajectories
critical pedagogy
area studies
Opis:
The paper seeks to map the shifting contours of IR (International Relations) research in India from its predominantly area-studies focus towards disciplinary inquiries and within that, from the traditional realist frameworks towards an engagement with critical theories ranging from constructivism and feminism to post-colonialism. With a growing Indian involvement in the domain of global governance, the scholarly research is also going beyond an Indo-centric focus to addressing the diverse problematiques of modern IR as such. The pedagogic practices of Indian IR are however, not matching the pace of such changes. The paper concludes that developing critical pedagogic practices will play a determining role in shaping the future of the IR discipline in India.
Źródło:
Stosunki Międzynarodowe - International Relations; 2015, 51, 4; 134-151
0209-0961
Pojawia się w:
Stosunki Międzynarodowe - International Relations
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-15 z 89

Ta witryna wykorzystuje pliki cookies do przechowywania informacji na Twoim komputerze. Pliki cookies stosujemy w celu świadczenia usług na najwyższym poziomie, w tym w sposób dostosowany do indywidualnych potrzeb. Korzystanie z witryny bez zmiany ustawień dotyczących cookies oznacza, że będą one zamieszczane w Twoim komputerze. W każdym momencie możesz dokonać zmiany ustawień dotyczących cookies