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Books on the topic 'Education for human liberation'

Author: Grafiati

Published: 7 June 2025

Last updated: 26 June 2025

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1

Nichols, John Treadwell. An American child supreme: The education of a liberation ecologist. Milkweed Editions, 2001.

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2

Trzak, Agnes. Teaching liberation: Essays on social justice, animals, veganism, and education. ELSEVIER, 2019.

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3

Ngasimenye Gwasyaga Z. S. Mwangama. Christian education and the mission of the church in the process of human liberation and development in Tanzania. University of Birmingham, 1994.

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4

Chidili, Bartholomew Udealo. Pedagogy of human dignity: Through the vision of Mercy Amba Oduyoye. Fab Educational Books, 2008.

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5

Chidili, Bartholomew Udealo. Pedagogy of human dignity: Through the vision of Mercy Amba Oduyoye. Fab Educational Books, 2008.

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6

Ram, Geeta. Adult education, literacy to liberation. Anmol Publications, 1991.

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7

De Lissovoy, Noah. Power, Crisis, and Education for Liberation. Palgrave Macmillan US, 2008. http://dx.doi.org/10.1057/9780230612976.

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8

Moyana, Toby Tafirenyika. Education, liberation, and the creative act. Zimbabwe Pub. House, 1989.

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9

1925-, Bonham George W., ed. Women on campus: The unfinished liberation. Transaction Publishers, 2006.

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10

Clémentine, Agbagla, and Reseau Ecole et développement, eds. Correspondence towards a pedagogy of liberation. 2nd ed. Editions CLE, 2003.

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11

Bale, Jeff, and Sarah Knopp. Education and capitalism: Struggles for learning and liberation. Haymarket Books, 2012.

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12

Briskin, Linda. Feminist pedagogy: Teaching and learning liberation. Canadian Research Institute for the Advancement of Women, 1990.

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13

Briskin, Linda. Feminist pedagogy: Teaching and learning liberation. CRIAW/ICREF, 1994.

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14

Briskin, Linda. Feminist pedagogy: Teaching and learning liberation. CRIAW = ICREF, 1990.

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15

Bajaj, Monisha, ed. Human Rights Education. University of Pennsylvania Press, 2017. http://dx.doi.org/10.9783/9780812293890.

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16

1937-, Mohanty J., ed. Human Rights education. Deep & Deep publications, 2000.

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17

Amarendra, Pani, Mishra Bijayalaxmi, and Anand Rishi Dev, eds. Human rights education. Association of Indian Universities, 2005.

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18

Mboya, Mzobanzi M. Beyond apartheid: The question of education for liberation. Esquire Press, 1993.

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19

Njoroge, R. J. Philosophy and education for liberation and creativity. Kenyatta University, 1990.

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20

Ransungule, Michelo. Civic education or human rights education? WFC, 1999.

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21

1944-, Davies Lynn, and British Council, eds. Citizenship education and human rights education. British Council, 2000.

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22

Freire, Paulo. Learning to question: A pedagogy of liberation. WCC Publications, 1989.

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23

Dan, Cohn-Sherbok, ed. World religions and human liberation. Orbis Books, 1992.

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24

Kirkwood, Colin. Vulgar eloquence: From labour to liberation : essays on education, community and politics. Polygon, 1990.

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25

1948-, McLaren Peter, and Lankshear Colin, eds. Politics of liberation: Paths from Freire. Routledge, 1994.

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26

Freire, Paulo. The politics of education: Culture, power, and liberation. Bergin & Garvey, 1985.

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27

1921-, Freire Paulo, ed. A pedagogy for liberation: Dialogues on transforming education. Bergin & Garvey Publishers, 1987.

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28

Freire, Paulo. A pedagogy for liberation: Dialogues on transforming education. Macmillan, 1987.

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29

Research and Information Centre of Eritrea. Coordination Office for Europe., ed. Education for the consolidation of liberation in Eritrea. Research and Information Centre of Eritrea, Coordination Office for Europe, 1992.

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30

Yumus, Eryaman Mustafa, ed. Peter McLaren, education and the struggle for liberation. Hampton Press, 2009.

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31

Freire, Paulo. The politics of education: Culture, power and liberation. Macmillan, 1985.

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32

Tibbitts, Felisa. Emancipatory Human Rights and the University: Promoting Liberation and Social Justice In/Through Higher Education. Routledge, 2023.

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33

Reid, Shamari. Humans Who Teach: A Guide for Centering Love, Justice, and Liberation in Schools. Heinemann, 2024.

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34

Rose, Jonathan. Readers' Liberation. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198723554.001.0001.

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The Literary Agenda is a series of short polemical monographs about the importance of literature and of reading in the wider world and about the state of literary education inside schools and universities. The category of 'the literary' has always been contentious. What is clear, however, is how increasingly it is dismissed or is unrecognised as a way of thinking or an arena for thought. It is sceptically challenged from within, for example, by the sometimes rival claims of cultural history, contextualized explanation, or media studies. It is shaken from without by even greater pressures: by economic exigency and the severe social attitudes that can follow from it; by technological change that may leave the traditional forms of serious human communication looking merely antiquated. For just these reasons this is the right time for renewal, to start reinvigorated work into the meaning and value of literary reading. For the Internet and digitial generation, the most basic human right is the freedom to read. The Web has indeed brought about a rapid and far-reaching revolution in reading, making a limitless global pool of literature and information available to anyone with a computer. At the same time, however, the threats of censorship, surveillance, and mass manipulation through the media have grown apace. Some of the most important political battles of the twenty-first century have been fought--and will be fought--over the right to read. Will it be adequately protected by constitutional guarantees and freedom of information laws? Or will it be restricted by very wealthy individuals and very powerful institutions? And given increasingly sophisticated methods of publicity and propaganda, how much of what we read can we believe? This book surveys the history of independent sceptical reading, from antiquity to the present. It tells the stories of heroic efforts at self-education by disadvantaged people in all parts of the world. It analyzes successful reading promotion campaigns throughout history (concluding with Oprah Winfrey) and explains why they succeeded. It also explores some disturbing current trends, such as the reported decay of attentive reading, the disappearance of investigative journalism, 'fake news', the growth of censorship, and the pervasive influence of advertisers and publicists on the media--even on scientific publishing. For anyone who uses libraries and Internet to find out what the hell is going on, this book is a guide, an inspiration, and a warning.

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35

Fung, C. Victor. A Way of Music Education as a Way of Life. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190234461.003.0009.

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This chapter recaps the idea that a triad of classic Chinese sources (Yijing, classic Confucianism, and classic Daoism) forms the basis of a philosophy of music education, which is presented as a trilogy (change, balance, and liberation). It highlights the importance of persistent improvement and iterates that the human spirit is at the center of this philosophy. While the classic wisdoms are ancient, the human spirit transcends time and space. The human spirit is preserved regardless of the changes that occur in the society, culture, or everyday materials, and it is bestowed in music and music education. To live a proactive musical life is to enable musical liberation and to promote prosperity in life. In a state of liberation, humans are able to do anything as wished only within the bounds of humanly dao and heavenly dao.

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36

Fung, Victor. A Way of Music Education. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190234461.001.0001.

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A Way of Music Education: Classic Chinese Wisdoms presents a philosophy of music education rooted in Yijing (I-Ching or The Book of Changes), classic Confucianism, and classic Daoism, which matured in the mid-sixth to mid-third century BC China (pre-Qin period). This philosophy puts the human at the center of an organismic world, in which all matters and events are connected, be they musical or non-musical. It is human-centric and dao-centric. Music educational experiences are key attributes to musical well-being throughout one’s lifetime. Concepts of yin and yang, deep harmony, and the teachings of Confucius, Mencius, Laozi, and Zhuangzi are applied to propose a “trilogy”—change, balance, and liberation—as a way of thinking and practicing music education. Music education is viewed as a lifelong endeavor; the philosophy therefore calls for a dynamic flexibility to maintain a balanced life in constantly changing situations. While principles suggested in this philosophy are simple, it is critical to practice them persistently to achieve continuous improvements. Through extended practice in being musically proactive, a musical liberation can be achieved and a humanly human spirit can be preserved and sustained.

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37

Moane, Geraldine. Integrating Grassroots Perspectives and Women’s Human Rights. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190614614.003.0005.

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This chapter considers how social psychological perspectives from feminist and liberation psychologies can enhance understandings of human rights activism, using three examples from the Irish context: abortion, poverty, and sexual orientation. The gap between institutional/state structures and grassroots community groups is apparent from the case of abortion and the use of the human rights framework in an Irish context. Possibilities for bridging this gap and for expanded understandings of human rights are considered. Firstly, Links are made between women’s human rights and structures of oppression through examples from community-based education with women living in impoverished communities. Secondly, A case study of community activism involving women from a deprived community demonstrates how a micro-level or bottom-up understanding of social change can be integrated with human rights. Thirdly, The example of LGBT women points to the need to expand individualistic concepts of personhood that underpin human rights to include relational and collective psychological processes.

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38

Education for liberation. Skotaville Publishers, 1990.

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39

Nocella II, Anthony J., Carolyn Drew, Amber E. George, et al., eds. Education for Total Liberation. Peter Lang US, 2018. http://dx.doi.org/10.3726/b14204.

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40

Mundi, Amicus. Liberation by Education: Liberation by True Education, from Our Illusory Perceptions. Independently Published, 2018.

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41

Haynes, Chayla, Milagros Castillo-Montoya, Meseret F. Hailu, and Saran Stewart, eds. Black Liberation in Higher Education. Routledge, 2021. http://dx.doi.org/10.4324/9781003155461.

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42

Black Liberation in Higher Education. Taylor & Francis Group, 2021.

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43

Religious education encounters liberation theology. Religious Education Press, 1988.

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44

Takassaka, Akio. Women's Liberation Draft Policy (Japanese). Rational Island Publishers, 2009.

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45

Japan's Outcaste Youth: Education for Liberation. Paradigm Pub, 2008.

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46

Gordon, June A. Japan's Outcaste Youth: Education for Liberation. Taylor & Francis Group, 2015.

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47

Lissovoy, Noah De. Power, Crisis, and Education for Liberation. Palgrave Macmillan, 2008.

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48

Gordon, June A. Japan's Outcaste Youth: Education for Liberation. Taylor & Francis Group, 2015.

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49

Gordon, June A. Japan's Outcaste Youth: Education for Liberation. Taylor & Francis Group, 2015.

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50

Japan's outcaste youth: Education for liberation. Paradigm Publishers, 2008.

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