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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
Tytuł:
Recepcja idei postmodernizmu w pedagogice radykalnej Petera McLarena
The Reception of Postmodernism in Peter McLaren’s Radical Pedagogy
Autorzy:
Kruszelnicki, Wojciech
Powiązania:
https://bibliotekanauki.pl/articles/1808261.pdf
Data publikacji:
2020-06-29
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
Peter McLaren
critical pedagogy
postmodernism
Marxism
postmodern education
Opis:
The aim of this paper is to comprehensively reconstruct the reception of postmodernism in Peter McLaren’s critical/radical pedagogy. On a more general level, the article discusses the pedagogical perils of uncriticalinfatuation with poststructuralist and postmodernist principles of dismantling grand metanarratives and debunking the notions of truth, totality, and universalism and replacing them with the notions of pluralism and perspectivism. The author seeks to verify the statement that McLaren’s response to postmodern developments in philosophy and social theory is in as much similar to that of Henry Giroux’s that it produces a project of education informed by postmodern ideas. The thesis – advanced in the mid 1990s by Tomasz Szkudlarek – is refuted on the basis of thorough a analysis of both earlier and more contemporary texts of McLaren where the main tenets of postmodern theory are severely criticized. The argument about the evolution of McLaren’s thought from a cautious appropriation of some elements of postmodernism to its downright condemnation is supported by the theory of its increasing radicalization under the influence of Marxism. The alternative to the illusory radicality of postmodernism – denounced as affirming the status-quo – is “pedagogy of revolution,” which emerges as strictly political, interventionist praxis whose aim is no longer discourse analysis but concrete social struggle against the oppressive capitalist class relations.
Źródło:
Chowanna; 2020, 1(54); 1-37
0137-706X
2353-9682
Pojawia się w:
Chowanna
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Educational contexts of cultural resistance in Poland and Portugal. An introduction to research
Autorzy:
Guerra, Paula
Zańko, Piotr
Powiązania:
https://bibliotekanauki.pl/articles/1789411.pdf
Data publikacji:
2019-11-03
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
cultural resistance
critical pedagogy
punk pedagogy
radical democracy
Poland and Portugal
Opis:
The goal of this article is to present the main theoretical and methodological assumptions of an international research project on the educational contexts of cultural resistance in Poland and Portugal. In this article, we will first analyse, in a resumed way, the various lines of thought related to cultural resistance, radical democracy critical pedagogy; then we will present an example of a critical pedagogy, the punk pedagogy, in order to demonstrate that the reality we describe is not only present at the abstract level; then, and finally, we proceed with the research methodology that we intend to trigger in order to analyse the educational contexts of cultural resistance in Portugal and Poland. In this article we are talking about two countries with very dissonant stories. Even today, in the context of membership of the European Union, the course of both countries seems to diverge. However, we argue that the comparison between these two distant and different countries may open new perspectives on the contexts of cultural resistance and critical pedagogy. Like the example of punk, these practices of cultural resistance can serve as a way to empower active civic and political participation, going beyond the simple act of voting every four years and promoting a radical democracy.
Źródło:
Kwartalnik Pedagogiczny; 2019, 64(3 (253)); 155-172
0023-5938
Pojawia się w:
Kwartalnik Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Popular Culture as Educational Space – Depictions of a Utopia in Pop Culture Texts
Kultura popularna jako przestrzeń edukacyjna – obrazy utopii w tekstach popkultury
Autorzy:
Jakubowski, Witold
Powiązania:
https://bibliotekanauki.pl/articles/15841966.pdf
Data publikacji:
2018-09-15
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
popular culture
informal education
critical pedagogy
cultural studies
utopia
Opis:
The aim of the text is to discuss the educational potential of popular culture. The firstpart focuses on theoretical opinions on the relationships of culture and education. Pedagogical thinking about culture is dominated by its humanistic understanding, in which a special sense of culture has been understood as one of the top of human achievement. In traditional pedagogical reflection,there is noticeable concentration on culture as “valuable for educational interactions”. In such a perspective, the space of popular culture is ignored. Perceived as a bad Mr. Hyde of cultural space, it is treated as an area of threats to the development of children and youth. But culture is not only a canon of the achievements of past generations. In the anthropological sense, these are simply the ways of living a life in a society. Popular culture is the space where various aspects are commented on. Popular art plays a special role here.The second part discusses the pop cultural texts that illustrate the characteristic elements of utopia: burial of the “old world”, establishing a “perfect” order, protection against external destruction and against destruction from inside. Formed at different times and based on different means of expression, they address the dilemmas associated with thinking about a “better world”. They present the mechanisms and consequences of building a new society “with their own language”.
Źródło:
Studia Edukacyjne; 2018, 49; 7-24
1233-6688
Pojawia się w:
Studia Edukacyjne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
‘Re-Placing’ Janusz Korczak: Education as a Socio-Political Struggle
Autorzy:
Vucic, Basia
Powiązania:
https://bibliotekanauki.pl/articles/513802.pdf
Data publikacji:
2019-06-30
Wydawca:
Akademia Pedagogiki Specjalnej. Language and Society Research Committee
Tematy:
Korczak; translation
critical pedagogy
revolution
anarchism
philosophy of education
Opis:
The Jewish-Polish pedagogue, Janusz Korczak is traditionally associated with his orphanage in the Warsaw ghetto and his murder alongside the children during the Holocaust. A doctor and educator, Korczak is also increasingly acknowledged for his unique pedagogical projects such as the self-governing orphanages (democratic children’s homes) and his advocacy for child rights. Translations of his writing and the dominance of individualized interpretations for his motives, has resulted in Korczak being displaced from his socio-historical context of Warsaw. This paper seeks to increase awareness of the inseparable nature of Korczak’s Polish language texts to the Polish struggle for independence. The aim is to further investment into understanding the socio-historical context within which Korczak’s writing was rooted. When readers acknowledge the limitations of the translated Korczak texts, this encourages a greater appreciation of current Polish scholarship but also deepens the philosophical inquiry into his work. This paper uses Korczak’s texts to demonstrate how power and language reinforce each other by conflating the concepts of the oppressed into those of the oppressor. The purpose of highlighting flaws in translated texts is not simply to correct the error but to disrupt notions of identity; oppressed and oppressor, in relation towards the ‘not-so-radically’ Other. Examinations of Korczak's ideological experiences, either religious, cultural or political, move more of his own account from the periphery into the foreground. To date, the impact of Russian colonization and Poland’s struggle for political independence within Korczak’s texts has been given little attention and served to keep readers ignorant of this aspect. Whereas other studies have attended to Korczak’s Jewish-Polish heritage, the focus here is on his political philosophy. The goal is to REplace Korczak by historically situating his ideas within his city of Warsaw and the intelligentsia of the time. This demonstrates that Korczak’s critical pedagogy and work outside of the authority of the State positions him today as a radical educator. Historically, he can be aligned with the ideas of specific social movements, especially anarchist theories. Rather than uniformity of ideas, the Warsaw intelligentsia at the turn of the twentieth century, both Polish and Jewish, was a democratic mesh with disparate individuals brought together in tactical co-operation for the struggle of nation-building. The reader is introduced to Korczak in ‘place’ in order to illuminate a new reading of Korczak’s texts and ideas as emanating from radical philosophical underpinnings.
Źródło:
Language, Discourse & Society; 2019, 7, 1; 13-32
2239-4192
Pojawia się w:
Language, Discourse & Society
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Critical Literacy – Open Values, Imaginary Rationalities
Autorzy:
Hibert, Mario
Powiązania:
https://bibliotekanauki.pl/articles/508766.pdf
Data publikacji:
2014
Wydawca:
Polska Akademia Nauk. Instytut Slawistyki PAN
Tematy:
critical pedagogy
critical library instruction
information literacy
new media
hacktivism
commons
Opis:
Critical Literacy – Open Values, Imaginary RationalitiesThis papers aims to emphasize the importance of discussing the relationship between positivism, critical pedagogy and politics of new media production of information and knowledge, claiming that critical information divide is far more problematic than digital (divide). In other words, if standardization of information literacy competencies shows its limits for upholding unbiased authenticity and relevance then such a position also asserts a deficit in recognizing focal points needed in analysing digital epistemology of today. The latter should encompass advocacy of critical media, literacy and ethics as the core components for socially responsible production and distribution of information in the new public domain: Internet. When practices of collaborative production of knowledge or p2p – commons based production– is neither fully understood nor actualized in contemporary education then free/open distribution of (digital) commons is prevented by instrumentalized depolitization (culturalization) discourses in commodified information society. For that reason, I argue for denunciation of information literacy models through the lenses of Paolo Freire’s concept of a banking model of education, hacktivism, as well as Samek’s argument that “there is nothing more practical than learning how to build the self-confidence to weigh in with professional opinion and defend it as critique (not obstructiveness).” Krytyczne kompetencje – otwarte wartości, wyobrażona racjonalnośćArtykuł dąży do podkreślenia dyskusji o relacji między pozytywizmem, krytyczną pedagogiką i charakterystyczną dla nowych mediów polityką wytwarzania informacji i wiedzy; założenie wstępne powiada, że krytyczny tryb informacji jest dużo bardziej problematyczny niż cyfrowy. Innymi słowy, skoro standaryzacja kompetencji informatycznych ma swoje granice w zachowywaniu niezapośredniczonej autentyczności i znaczenia, takie stanowisko wywołuje problem w uznaniu zasadniczych miejsc analizy cyfrowej epistemologii współczesności. To ostatnie zjawisko powinno obejmować występowanie na rzecz krytycznych mediów, kompetencji i etyki jako kluczowych składników odpowiedzialnego społecznie wytwarzania i rozpowszechniania informacji w nowej domenie publicznej: w Internecie. Kiedy praktyki wspólnego lub p2p, opartego na uwspólnianiu, wytwarzania wiedzy nie są ani w pełni rozumiane, ani aktualizowane w nowoczesnej edukacji, wówczas wolne/otwarte rozpowszechnianie (cyfrowych) zasobów jest hamowane przez dyskursy zinstrumentalizowanej (kulturalistycznej) depolityzacji w skomodyfikowanym społeczeństwie informacyjnym. Z tego powodu opowiadam się za krytyką modeli kompetencji informacyjnych przy wykorzystaniu Paolo Freire’a koncepcji banking model edukacji i haktywizmu oraz krytycznego stanowiska wobec profesjonalnych stanowisk.
Źródło:
Colloquia Humanistica; 2014, 3
2081-6774
2392-2419
Pojawia się w:
Colloquia Humanistica
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The slow violence of air pollution: an educational challenge to what is potentially invisible
Autorzy:
Zańko, Piotr
Powiązania:
https://bibliotekanauki.pl/articles/36793935.pdf
Data publikacji:
2023-09-29
Wydawca:
Wydawnictwo Naukowe Chrześcijańskiej Akademii Teologicznej w Warszawie
Tematy:
Air pollution
Slow violence
Necropower
Critical pedagogy
Parabolic story
Opis:
In the article - starting from the personal experience of a person living every day in Warsaw, a city struggling with the problem of smog in the autumn and winter - I consider the issue of air pollution in terms of Nixon’s ‘slow violence’ as a violence dispersed in time and space, and potentially ‘out of sight’ (Nixon, 2013). Then, following Thom Davies (2018), treating slow violence as a form of Mbembe’s necropolitics (Mbembe, 2003), I reflect on possible, from the educational point of view, actions that could make slow violence visible and at the same time help citizens to emancipate themselves from the shackles of politics subordinating life to the power of death, reducing it to existence of the ‘living dead’. Referring to the critical reflections of Henry A. Giroux (1988a, 1988b) and the literary reflections of Olga Tokarczuk (2019), I put forward the thesis that critical education, which would be able to create a parabolic story, universalize human experience and thus transcend the boundaries of the ego, has the potential to live up the representational and narrative challenge posed by the relative invisibility of slow violence.
Źródło:
Studia z Teorii Wychowania; 2023, XIV(2 (43)); 327-339
2083-0998
2719-4078
Pojawia się w:
Studia z Teorii Wychowania
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Kolonializm, kolonizacja i dekolonizacja w filozofii wychowania Paulo Freirego
Autorzy:
Stańczyk, Piotr
Powiązania:
https://bibliotekanauki.pl/articles/1996756.pdf
Data publikacji:
2017-09-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
Paulo Freire
colonisation
decolonisation
popular education
literacy
emancipatory pedagogy
critical pedagogy
revolutionary pedagogy
Opis:
This article aims at reconstruction of crucial for pedagogy of emancipation notions associated with colonisation and decolonisation. This objective includes both literally and metaphor meanings of colonisation and decolonisation used by P. Freire in his philosophy of education. Thus I will present modified by P. Freire conception of closed society as a relic of colonial society and I will also present his notion of colonisation and decolonisation of minds as an objective action for basic literacy during decolonisation processes in Africa in the seventies. The main reason of such purpose of this text is that colonisation is the crucial point and the main cause of emancipation in Freire’s conception of social movements in general and popular education in particular. On the other hand decolonisation is an archetypal form of emancipation, thus taking into account present social inequalities theory of P. Freire is still totally valid.
Źródło:
Kultura i Edukacja; 2017, 3(117); 58-73
1230-266X
Pojawia się w:
Kultura i Edukacja
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Emilu rozwijaj się, albo… Poza edukacyjną dyscyplinę
Emile, develop yourself, or else…! Beyond the educational discipline
Autorzy:
Chutorański, Maksymilian
Powiązania:
https://bibliotekanauki.pl/articles/1388578.pdf
Data publikacji:
2015-09-30
Wydawca:
Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
Tematy:
postdisciplinary society
development
educational dispositif
J.J. Rousseau critical psychology
critical pedagogy
Opis:
In my paper I will argue that the development and the need of support of development (also in Rousseau sense) takes a strategic position in the contemporary power relations. The pedagogical thinking built on the need/demand of support of development can justify the mechanisms of power in a legal scheme, and consequently, to justify them in terms of natural human right. My paper assumes the following order: Firstly, pay attention to the specifics of contemporary power relations. Secondly, problematize the need of support the development and show how educational dispositif works. Thirdly, I ask about the emancipatory potential of Rousseau’s pedagogical ideas.
Źródło:
Problemy Wczesnej Edukacji; 2015, 30, 3; 29-38
1734-1582
2451-2230
Pojawia się w:
Problemy Wczesnej Edukacji
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Edukacja dla demokratyzacji. Inspiracje pedagogiką krytyczną
Education for democratisation. Inspirations of critical pedagogy
Autorzy:
Groszewska, Ewa
Powiązania:
https://bibliotekanauki.pl/articles/30145250.pdf
Data publikacji:
2022-09-30
Wydawca:
Collegium Witelona Uczelnia Państwowa
Tematy:
pedagogika krytyczna
społeczeństwo obywatelskie
demokratyzacja
critical pedagogy
civil society
democratization
Opis:
Celem artykułu jest przedstawienie perspektywy pedagogiki krytycznej i zwrócenie uwagi czytelników na przewodnią ideę zawartą w koncepcji współczesnych północnoamerykańskich pedagogów krytycznych. Stanowi ją dążenie do demokratyzacji związane z przekonaniem, że świadomi i zorientowani emancypacyjnie obywatele mogą zmieniać rzeczywistość społeczną. Idea ta wydaje się być interesującą inspiracją dla nauczycieli w polskiej rzeczywistości, w której młodzi ludzie nie wykazują aktywności obywatelskiej ani zainteresowania sprawami publicznymi. Pedagodzy krytyczni bowiem proponują edukację, której celem będzie wykształcenie myślących, krytycznych i aktywnych społecznie i politycznie ludzi. W tekście omówione są też rezultaty minibadania autorki na temat świadomości społecznej nauczycieli i jej adekwatności wobec kształtowania zaangażowanych i świadomych wyzwań współczesności obywateli.
The aim of this article is to present the perspective of critical pedagogy and to draw the readers’ attention to the mission statement contained in the concept of contemporary North American critical educators. It is the striving for democratisation related to the belief that conscious and emancipation-oriented citizens can change the social reality. This idea seems to be an interesting inspiration for teachers in our Polish reality, where young people are reluctant to become engaged in civic activities or lack interest in public affairs. Critical pedagogues postulate education aimed at rising thinking, critical as well as socially and politically active youth. The text also discusses the results of the author’s mini-research into the social awareness of teachers and its adequacy to shaping citizens who are committed and aware of the existing, contemporary challenges.
Źródło:
Zeszyty Naukowe Collegium Witelona; 2022, 3, 44; 97-115
2956-302X
2956-3208
Pojawia się w:
Zeszyty Naukowe Collegium Witelona
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Educational Turn in Contemporary Art and Critical Aesthetic Pedagogy: Rethinking the Theory of Aesthetic Education
Autorzy:
Kwiatkowska-Tybulewicz, Barbara
Powiązania:
https://bibliotekanauki.pl/articles/1932045.pdf
Data publikacji:
2020-12-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
aesthetic education
educational turn
critical pedagogy
art education
contemporary art
Opis:
The article presents the two phenomena observed in the space of art and education in 21st century, which may constitute the basis for rethinking and modernizing the theory of aesthetic education. The first is the educational turn in contemporary art, consisting in the use of pedagogical methods and forms by artists in their creative work. Education becomes not only the subject of contemporary artistic projects, but above all, an artistic practice, the foundations of which were taken from radical pedagogy. The second element important for rethinking the theory of aesthetic education is the perspective of critical pedagogy. The article briefly presents Yolanda Medina’s Critical Aesthetic Pedagogy, which tries to combine aesthetic pedagogy with a critical approach in the context of self and social empowerment. New ways of intertwining the spheres of art and education in the 21st century may be an opportunity to renew and modernize both the practice and theory of aesthetic education, and to strengthen the aesthetic education approach in Polish pedagogy.
Źródło:
Kultura i Edukacja; 2020, 4(130); 94-108
1230-266X
Pojawia się w:
Kultura i Edukacja
Dostawca treści:
Biblioteka Nauki
Artykuł
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