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1
Pereira, Nilda da Silva. "Direitos humanos e currículo a partir da ética da vida." Pontifícia Universidade Católica de São Paulo, 2012. https://tede2.pucsp.br/handle/handle/9638.
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Previous issue date: 2012-01-31<br>Fundação Ford<br>The aim of the thesis is to investigate the ethics as thought by Enrique Dussel as a
curricular possibility for teaching human rights. It seeks to defend human rights
teaching in basic education. All the pedagogic explicitness of human rights is based
upon the Ethics of liberation, a critical ethics and a life ethics. We analyzed
theoretically school projects selected through the National Award for Education, 2008
and 2010 editions, promoted by the Brazilian Ministry of Education, and Special
Secretariat for Human Rights of Presidency of Republic of Brazil. We believe that
these initiatives are good references about Brazil s education proposals on human
rights in basic teaching. Those projects are concrete demonstrations that brazilian
schools are building education in human rights. To develop the analysis, we highlight
the contents of the projects worked; why they came; what were the real needs that
led to its elaborations; theoretical processes; how the activities were launched; the
results towards the transformation; and finally, relate the actions taken with the
liberating praxis, linked to the ethics of life. The thesis provides aid to school in order
to adopt ethics as a necessary reflection, to assist in discussions about violence,
justice, racism, solidarity, ethics, etc., awakening the students for the exercise of
citizenship and attention to human rights. The research is one of qualitative basis, a
theoretical investigation of the ethics/morals from the philosopher Enrique Dussel<br>O objetivo da tese é investigar a ética pensada por Enrique Dussel como
possibilidade curricular voltada para o ensino dos direitos humanos. Procura
defender o ensino em direitos humanos na educação básica. Toda a explicitação
pedagógica dos direitos humanos se embasa na Ética da libertação, uma ética
crítica e da vida. Analisamos teoricamente projetos de escolas selecionados por
meio do Prêmio Nacional de Educação em Direitos Humanos, edições 2008 e 2010,
promovido pelo Ministério da Educação e pela Secretaria Especial de Direitos
Humanos da Presidência da República do Brasil. Acreditamos que essas iniciativas
são boas referências brasileiras de propostas de educação em direitos humanos na
educação básica. Esses projetos são exemplos concretos de que escolas do Brasil
estão construindo educação em direitos humanos. Para desenvolver a análise,
destacamos dos projetos os conteúdos trabalhados; por que eles surgiram; quais
foram as necessidades concretas que levaram a suas elaborações; os processos de
fundamentação teórica; como foram desencadeadas as atividades; seus resultados
rumo à transformação; e, por fim, relacionamos as ações desenvolvidas com a
práxis libertadora, ligada à ética da vida. A tese propicia ajuda à escola no sentido
de adotar a ética como reflexão necessária, auxiliar nas discussões sobre violência,
justiça, racismo, solidariedade, ética etc., despertando os(as) alunos(as) para o
exercício da cidadania e atenção aos direitos humanos. A pesquisa é de base
qualitativa, uma investigação teórica da ética/moral do filósofo Enrique Dussel
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Lemos, Fábio Ricardo Mizuno. "Entre o ócio e o negócio : possibilidades de desenvolvimento da motricidade escolar." Universidade Federal de São Carlos, 2013. https://repositorio.ufscar.br/handle/ufscar/2300.
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Previous issue date: 2013-02-28<br>The productive logic invades all aspects of life, including education, and with its ideology power distorts reality and enslaves minds in order to acquire economic advantages. This cunning scheme is developed with the school aid that uses the curriculum components, such as physical education, to perpetuate the mercantile greed, by designing a practice focused on obedient fitness bodies, able to fit into a real paradigmatic business. In opposition to this ideology of quantify the results of the educative business (denial of idle state), it was proposed the development of a action-idleness (idle and fun action, lazy and playful, of a human situated in both actions and values genuinely humans) in the Scholar Physical Education (in three Basic Education schools) of two northern (interior) towns of São Paulo State, in the 2nd half of 2012. To understand the educative processes mobilized by this action, objective of this thesis, we used both Phenomenology and Analysis of the Situated Phenomenon as referential and proceedings methodological, because they allow the interpretation of lived experiences, under the person s inner perspective involved in the research process. With how the unveiled experience from the discourses analysis of both students and participants of the project in the Basic Education schools the human relations valuing and the effective participation in the proposed activities were perceived. In the undergraduates discourses, the first assessment was of doubt about the possibility to effective the action in school, however, the teaching praxis insertion had the perception that they were effectively learning it, because they could live positive experiences in relation to go-beyond the established (paradigm of Human Motricity) for the Scholar Physical Education. Within the major considerations stemming with the research, one may highlight: The necessary of being attentive for the educational pessimism both institutionalized and naturalized; the action must not start with a simulated teaching so that the praxis do not be inauthentic; By Being-More, In-Action, it is possible to change from a productive ethics to an ethics where the greatest goods are the feelings and human relationships.<br>A lógica produtiva invade todas as dimensões da vida, incluindo a educação, e as condicionam com um poder ideológico que falseia realidades e escraviza consciências, em prol de vantagens econômicas. Tal artimanha é desenvolvida com o auxílio escolar que, em componentes curriculares como a Educação Física, perpetuam a cobiça mercantil, a conceber uma prática voltada para a preparação e condicionamento físicos de corpos obedientes, aptos a se encaixarem em um verdadeiro negócio paradigmático. Em oposição a essa ideologia de quantificação de resultados, do negócio (negação do ócio) educativo, foi proposto o desenvolvimento de uma ócio-ação (ação ociosa e lúdica, preguiçosa e brincante, de um ser humano situado em ações e valores genuinamente humanizados) na Educação Física Escolar (em três escolas de Educação Básica) de dois municípios da região norte (interior) do Estado de São Paulo, no 2º semestre de 2012. Para compreender os processos educativos mobilizados por esta ação, objetivo da presente tese, foram utilizadas a Fenomenologia e a Análise do Fenômeno Situado como referencial e procedimento metodológicos, por possibilitarem a interpretação das experiências vividas, sob a perspectiva das próprias pessoas envolvidas no processo de pesquisa. Como realidade experiencial desvelada, a partir da análise dos discursos dos estudantes e dos participantes do projeto nas escolas de Educação Básica, foram percebidas a valorização das relações humanas e a participação efetiva nas atividades propostas. Nos discursos dos licenciandos, a primeira constatação foi de dúvida sobre a possibilidade de efetivação da ação na realidade escolar, porém, com a inserção na práxis docente, houve a percepção de que estavam efetivamente apreendendo-a, pois puderam vivenciar experiências positivadas em relação ao ir-além do estabelecido (paradigma da Motricidade Escolar) para a Educação Física Escolar. Enquanto principais considerações advindas com a pesquisa, destacam-se: é preciso ficar atento ao pessimismo educacional institucionalizado e naturalizado; a ação não deve partir de uma docência simulada para que a práxis não seja inautêntica; Sendo-Mais, Em-Ação, é possível mudar da ética produtiva, para uma ética na qual os bens maiores são os sentimentos e as relações humanas.
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Eaton, David. "Human and animal : thinking and feeling a way toward liberation." Thesis, Nottingham Trent University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.446624.
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LUIZ, RAINERSON ISRAEL ESTEVAM DE. "TOWARDS A ORDO AMORIS: ALVES´S REFLECTIONS ON HUMAN LIBERATION." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2012. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=19615@1.
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CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO<br>O propósito dessa pesquisa foi refletir sobre a teologia de Rubem Alves.
Nesta pesquisa foi analisada especificamente a primeira fase do pensamento de
Rubem Alves, a saber, sua proposta de libertação humana. Para além de um
protestantismo passivo diante da injusta realidade, o autor estudado, absorvendo
toda consciência crítica ocidental, fez nascer em solos latino-americanos uma
proposta de libertação humana de todas as estruturas que impossibilitam a vida. O
ser humano, na teologia de Rubem Alves, é pensado enquanto homo creator. Se a
linguagem do tecnologismo ou a linguagem eclesiástica domesticam as ações
humanas, tornando-as meras réplicas do que já está, Alves denuncia os acordos
silenciosos das mesmas e anuncia o ser humano livre para o ato criativo. Esta
pesquisa propõe analisar a primeira fase do pensamento de Alves sob dois
momentos, a saber, o dialético-político e o estético-imaginativo. No primeiro
momento é abordado o messianismo humanista (expressão alvesiana) que a partir
de uma plataforma sociológica (humanismo político) propõe uma libertação
dialética e política. No segundo momento é tratada a libertação humana a partir de
elementos heterodoxos tais como a magia, a experiência lúdica, o corpo e a
imaginação. E assim o trabalho mostra que esses dois momentos da primeira fase
do pensamento de Alves foram extremamente frutíferos e vanguardistas para a
teologia latino-americana.<br>The oil industry in Brazil has gained new momentum with the recent
discovery of large oil reserves in deep waters. Between 2011 and 2015 numerous
investments in the oil production chain are expected in order to support the scale
of this new operation. Given this context, investment decisions in the oil industry
downstream supply chain gain importance and the use of an analytic tool that
encompasses its complexity becomes crucial. Thus, this master thesis proposes a
mixed linear programming model (MILP) that was developed to allow evaluation
of different investment alternatives in the existing logistics network, whether they
approach expanding the transportion, berthing, handling or storage capacities.
These features of the model were evaluated through two case studies that use real
data of the Brazilian oil and derivatives logistic network. The first case study
evaluates the feasibility of the project to expand sections of a pipeline that
supplies several distribution centers and exposes the interdependence of
investment in each one of them. The second case study evaluates the synergies in
two projects: the first one to expand the berthing capacity of vessels in a marine
terminal and the second to increase the transport capacity of the pipeline linking it
to a distribution center. In both studies a sensitivity analysis of Net Present Value
of the project relative to its investment cost was performed, allowing to justify the
choice of the decision-maker.
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O'Donovan, Seamus. "Courting strategy management through the intervention of liberation leadership." Thesis, University of Hull, 2007. http://hydra.hull.ac.uk/resources/hull:744.
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This study explores second-level schools that display liberation leadership characteristics in order to determine the extent of their responsiveness to strategic management so as to determine how their principals are coping with the unprecedented number of changes they have experienced in the last 5 to 8 years. The aim is to investigate schools that are effectively enhancing their educational provision by the courting of strategy management through the intervention of liberation leadership. As an entry point, the research draws on aspects of the concept of strategy management as propounded by Davies et al. (2005) and on the work of Kouzes’ and Posner’s (2002), among others, regarding leadership practices to investigate a possible symbiotic relationship between strategic management and liberation leadership. Liberation leadership is regarded as a sine qua non of strategic thinking. Few would disagree that there are probably as many styles and facets of leadership as there are leaders; also, all schools are involved in planning of some sort but few engage in strategic management planning. Second-level school principals (in two counties in the south of the Republic of Ireland) were first surveyed and then a select sample was interviewed in-depth in order to explore if there were key factors in school leadership that contributed to strategic management in their schools and to further explore any quid pro quo relationship between these concepts. In other words, the study looked for practices through which factors associated with liberation leadership express themselves in strategic management and as such are coping quite well with their environment. The findings of the research indicate that there are leaders who - Are liberational in their approach, who go beyond the status quo, go beyond the ‘normal’ and ‘usual’, who do ‘things differently’ and who provide more than what is expected: leaders who engage in strategic thinking and who do the right things, right - Are embracing and indeed cultivating change: 90% of the interviewed principals support change, creativity and innovation quite a lot, in their schools - Engage with the elements of the strategic process, albeit not necessarily because of a deliberative and proactive approach towards strategy management. They stumble into the process inadvertently as part of what they do as liberation leaders; the process is neither structured nor formalised. Recommendations are put forward to help make the schools more aware and more responsive to strategy management and liberation leadership and to address some of the issues that arose throughout the interviews.
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Gervassis, Nicholas J. "From contractual serfdom to human rights liberation : doing justice to virtual lives." Thesis, University of Edinburgh, 2011. http://hdl.handle.net/1842/14211.
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Analysis of relationships between states and citizens has almost monopolised the Human Rights legal discourse. In my thesis, I start from the position that Human Rights is a philosophical and historical victory of humankind, whose application cannot be limited to dictating norms in traditional forms of governance; Human Rights primarily define the human being as an individual, as a group, as a societal entity. Therefore, when we discuss Human Rights we do not pursue what governing states 'ought' or 'ought not' to do, but how human beings 'should' endure their lives in a dignified manner; how they should be treated independently of who their acting opponent might be. The Internet, on the other hand, has evolved through the years into an uncharted virtual structure of uncounted online operations and services run by private commercial actors. Within this setting, where the online application platform performs as a land parallel and the private commercial host as the de facto ruler, online identity is mirrored into service accounts. Hence the human being‘s digital existence seems to be depending, to a large degree, on the private initiative – and will. Whilst exploring various relevant themes, the thesis revisits the issue of the application of Human Rights in private relationships through the lenses of online electronic communications and using the example of commercial online virtual worlds. According to my conclusions, a simple projection of the state/citizen model onto ISPs/users relationships does not give sufficient ground for contesting Human Rights within that context. What we need is to deconstruct predominant dogmas in modern Human Rights theory and legislation and to readjust our focus back on the human being and its universal manifestations.
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Petroni, Ana Paula. "Autonomia de professores: um estudo da perspectiva da psicologia." Pontif?cia Universidade Cat?lica de Campinas, 2008. http://tede.bibliotecadigital.puc-campinas.edu.br:8080/jspui/handle/tede/221.
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Previous issue date: 2008-12-11<br>This research investigates about the teacher s autonomy as a fundamental element for the pedagogical practice exercise. Its locus is the school, understood as a complex place, permeated through relationships marked by diversity by its actors and its social practices. The objective is to analyse, by the speeches of teachers, what they understand for autonomy. The method undertaken inserts in the qualitative analysis, and consists in the presentation pieces from speeches taken in the interviews realized with the teachers and the vice-principal, and reports of scenes experienced in the teacher s meetings. Through the content analysis, we established categories as: organization and participation in decisions; authority and responsibility; emancipation and self-regulation; that approaching us from the autonomy reflection, doing us look for the pedagogical practices, for the teacher s feeling, for the elements constituting the context investigated. As a theorical base, we used the Socio-Historical Psychology and its main representative, Vigotski, and the ideas of the Liberative Education, presented by Paulo Freire. In the conclusion, we discussed that some teachers are considered as self-regulated, but not autonomous, even if they are striving for their practice be autonomic. This reflection arises from the fact that there are many aspects that are as impediments to their practice be autonomy like, for example, the bureaucracy that exist in the municipal school, the conducts that exist inside the proper school, such as the lack of a working group, to involve themselves in taking responsibility, to feel themselves as belonging to the context in which it is inserted. Be autonomic doesn t means be alone, act with individuality, but recognize themselves as being singular, conscious, critic, author of his story, which act with responsibility and follow their laws. Although, we can also found practices that show how possible paths to be followed to emerge as the autonomy aspect of teaching practices, like some attitudes taken by the vice principal and teachers, to open itself to the changes, feel the need to discuss, reflect on their actions, to be worried about the education offered to students. At last, we presented how the Psychology could be important in the school, in the way that it can contribute for the comprehension about these interactions, for the subject s development, in this case, for the autonomy development, doing the mediation of meanings and senses attributed by the actors school.<br>A presente pesquisa investiga a autonomia do professor como elemento fundamental para o exerc?cio de sua pr?tica pedag?gica. Seu locus ? a escola, entendida como um complexo espa?o, permeado por rela??es marcadas pela diversidade apresentada por seus atores e por suas pr?ticas sociais. Seu objetivo ? analisar, por meio das falas do professor, o que ele entende por autonomia. O m?todo utilizado insere-se na abordagem qualitativa, e constitui-se da apresenta??o de trechos de falas retirados das entrevistas realizadas com os professores e com a vice-diretora, e relatos de cenas vivenciadas nas reuni?es dos professores. Por meio de an?lise de conte?do, estabelecemos categorias como: organiza??o e participa??o nas decis?es; autoridade e responsabilidade; emancipa??o e auto-regula??o; que nos aproximavam da reflex?o sobre a autonomia, voltando nosso olhar para a pr?tica pedag?gica, para o sentimento dos professores, para os elementos que compunham o contexto investigado. Como base te?rica, utilizamos as concep??es da Psicologia S?cio-Hist?rica e de seu principal representante, Vigotski, e as id?ias da Educa??o Libertadora, apresentadas por Paulo Freire. Na conclus?o, discutimos que, alguns professores se constituem como auto-regulados, mas n?o aut?nomos, mesmo que se esforcem para que sua pr?tica seja aut?noma. Tal reflex?o surge da constata??o de que s?o muitos os empecilhos existentes para o desenvolvimento dessa autonomia, como, por exemplo, a burocracia existente na rede municipal, as condutas existentes dentro da pr?pria escola, a falta de um trabalho em grupo, do professor se implicar, responsabilizar-se, sentir-se como pertencente ao contexto no qual est? inserido. Ser aut?nomo n?o significa ser sozinho, agir com individualidade, mas reconhecer-se como ser singular, consciente, cr?tico, autor de sua hist?ria, que age com responsabilidade e segue suas leis. No entanto, tamb?m encontramos pr?ticas que se mostram como caminhos poss?veis de serem seguidos para que a autonomia emergisse como aspecto das pr?ticas pedag?gicas, como algumas atitudes tomadas por parte da vice-diretora e dos professores, ao abrirem-se para as mudan?as, sentirem a necessidade de discutir, refletir sobre suas a??es, de preocuparem-se com a educa??o oferecida aos alunos. Por fim, apresentamos como a Psicologia seria importante na escola, na medida em que ela pode contribuir para a compreens?o dessas intera??es, para o desenvolvimento do sujeito, nesse caso, para o desenvolvimento da autonomia, fazendo a media??o dos significados e sentidos atribu?dos pelos atores escolares.
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Davis, Christian J. "American higher education in the Arabian Gulf - a force for liberation." Monterey, California : Naval Postgraduate School, 2010. http://edocs.nps.edu/npspubs/scholarly/theses/2010/Jun/10Jun%5FDavis%5FChristian.pdf.
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Thesis (M.A. in Securities Studies (Middle East, South Asia, Sub-Saharan Africa))--Naval Postgraduate School, June 2010.<br>Thesis Advisor(s): Looney, Robert ; Second Reader: Kadhim, Abbas. "June 2010." Description based on title screen as viewed on July 14, 2010. Author(s) subject terms: Qatar, United Arab Emirates, UAE, branch campus, higher education, Arabian Gulf Includes bibliographical references (p. 113-121). Also available in print.
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Borges, Sonia [Verfasser]. "Militant Education, Liberation Struggle, Consciousness: : The PAIGC education in Guinea Bissau 1963-1978. / Sonia Borges." Frankfurt a.M. : Peter Lang GmbH, Internationaler Verlag der Wissenschaften, 2019. http://d-nb.info/118534781X/34.
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Walker, Talia Laureen. "Education for Authentic Democracy: Capatilism, Oppression, and Freire's Critical Pedagogy for Liberation." The University of Waikato, 2008. http://hdl.handle.net/10289/2361.
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Within the parameters of western ideology the concept of democracy is frequently upheld as a corner stone to which our moral, social, political and educational practices are anchored. The term has become a powerful instrument of persuasion in the public forums as the innate goodness of democracy has become more unquestionably ingrained in the historical imaginations of its citizens. As the logic surrounding the value placed on democracy is entwined with the virtues of freedom and self-determination for all, this is hardly surprising. What remains often unexplored in these public forums, however, is whether this logic is in fact justified. To situate the investigation into the current political arena is to acknowledge the dichotomy by which the philosophies of democracy and capitalism are publicly claimed to exist side by side. Such an acknowledgement forcefully yields one to the questions of to what extent our current ideologies of democracy, and the perpetuation of this dogma through our education system, can successfully result in producing an authentic democratic society within capitalist constructs. This thesis has been written in an attempt to expose the contradiction present between our current political claims of democracy and our capitalist directed practices of education through the critical philosophy of Paulo Freire. Freire has firmly established himself as a respected democratic educator, however, my intention has not been to reduce his educational pedagogy by adapting it to attempt to improve the current system of schooling, as I argue is frequently found within educational literature, but rather to differentiate his democratic philosophy of education as the practice of freedom from the capitalist concept of education as a tool of domination and domestication. I argue that the logic of transnational capitalism, which dictates the policies and practices of our education system, is detrimental to the development of the peoples' critical thinking facilities and thus negates their individual and collective empowerment. Such a system of banking education actively denies people the right to participate in history as subjects and inhibits the possibility of an authentic democracy. In this way the capitalist education system is in fact a system of oppression. Through Freire's critical pedagogy I argue that the transference ofknowledge through an authoritarian system does not constitute as education but is instead a training ground for workers set up in the interests of capitalist employers. Social class divisions are maintained and enforced by means of a paternalistic apparatus of hierarchy. In supporting Freire's philosophy, and acknowledging the entirely political nature of education, I argue that an education system that would support an authentic democracy would have to practice authentic democracy. Through the concepts of 'promblematization', dialogue, critical transitivity and praxis I have attempted to refute the fatalistic assumptions that such an education system is unconceivable or unexplainable. Indeed, I argue that if our goal is to live in a democracy then such concepts are unavoidable. The historical case study from the history of the New Zealand education system is included to illustrate the theory in practice. Here I argue that the intentions, practices and policies of the legislators were anti-democratic and anti-educational in that they constructed a compulsory system that is detrimental to the development of critical thought, self determination and dialogical knowing that is necessary to allow each member of society to be part of the governing system. By examining the consequences and legacy of this system it is possible to expose its influences in the larger educational realm in society. It is not my intention to simply present New Zealand education as an isolated case which requires examination but rather as a prominent example of how Freire's philosophy applies to traditional education in the west. This thesis is therefore aimed at re-defining the concepts of democracy and education through critically examining the socio-economic conditions necessary for effective and equal participation in democratic forums. By critiquing the current system via the vehicle of Freire's philosophy, a prominent democratic educator, the divide between democracy as an illusion and as a reality becomes clearer.
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Kluyts, Johan Francois. "Animal Liberation : 'n kritiese bespreking vanuit 'n filosofies-veekundige perspektief." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71888.
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Thesis (MPhil)--Stellenbosch University, 2012.<br>ENGLISH ABSTRACT: 1. The purpose of the first chapter was to give a short introduction to the study. Philosophy is the search for wisdom; to know what a virtuous life is and to know what the morally correct thing to do is. Our lifelong relationship with animals, our attitudes towards them and the ways we treat them are some of the issues that beg philosophers to think. An important question in this regard is if it is morally correct to eat meat or should humans become vegetarian. To answer this question the „Animal Liberation‟ argument, as presented by Peter Singer, was critically analyzed. Does this argument balance our concern for animals with human interests?
2. To understand our attitude towards animals, reviews of the Judeo-Christian and philosophical traditions were done in Chapter 2. The different views related to these traditions were also discussed. The Judeo-Christian view is based on the interpretation of Genesis and the idea of human dominion. Philosophical views on the moral status of animals and moral consideration of animals can be classified in three categories namely indirect theories, direct-but-unequal theories and equal moral status theories.
3. The nature and extent of the current beef production debate was discussed in Chapter 3. The most important issues were the environmental impact of beef production, socio-economic and human health concerns as well as ethical issues related to the inhumane treatment of animals. It was then concluded that most attacks on beef production were biased and did not take context into account.
4. The „Animal Liberation‟ argument was critically analyzed from a logical perspective in Chapter 4, 5 and 6 by using the so called FRISCO approach – with emphasis on the Focus of the argument, Reasons given for the conclusion, the quality of Inferences, the Situation or context of the argument as well as the Clarity of the argument. This argument lacks objectivity and rationality. It includes a number of fallacies, false statements and emotional language. Ideas, concepts and principles were not applied consistently. The argument was therefore found to be unsound.
5. In Chapter 7 the conclusion was stated namely that the “animal liberation” approach could not formulate a sound argument for a vegetarian diet. The „Animal Liberation‟ argument was also unable to balance our concern for animals with human interests, in the process compromising human dignity and freedom. However, human attitudes towards animals and the treatment of animals need to be improved.<br>AFRIKAANSE OPSOMMING: 1. Die doel van die eerste hoofstuk was om ʼn kort inleiding tot die studie te gee. Filosofie is die strewe en soeke na wysheid; om te weet wat ʼn deugsame lewe is, en om te weet wat moreel korrek en aanvaarbaar is. Ons verhouding met diere, ons ingesteldheid teenoor diere, asook die manier hoe ons diere behandel, is slegs enkele van die kwessies wat filosowe dwing om daaroor na te dink. ʼn Belangrike vraag in die verband is die volgende: Is dit moreel aanvaarbaar om vleis te eet, of moet die mens ʼn vegetariese dieet volg? Om hierdie vraag te beantwoord word die “Animal Liberation”-argument, soos aangebied deur Peter Singer, krities ontleed. Is hierdie argument in staat om ons kommer oor die behandeling van diere met menslike belange te balanseer?
2. Om die mens se houding en ingesteldheid teenoor diere beter te verstaan, word ʼn oorsig van die Joods-Christelike en filosofiese tradisies in Hoofstuk 2 gedoen. Die verskillende sienings, wat verband hou met hierdie tradisies, word ook kortliks bespreek. Die Joods-Christelike siening is gebaseer op ʼn spesifieke vertolking van Genesis en die idee van menslike heerskappy. Die filosofiese sienings van die morele status, en gevolglik ook die morele inagneming van diere, kan in drie kategorieë, naamlik indirekte teorieë, direk-maar-ongelyke teorieë en die gelyke-morele-status teorieë, opgedeel word.
3. Die aard en omvang van die beesvleisproduksie-debat word in Hoofstuk 3 bespreek. Die belangrikste kwessies, onderliggend aan hierdie debat, het betrekking op die omgewingsimpak van vleisproduksie, sosio-ekonomiese en menslike gesondheidskwessies, asook etiese kwessies wat verband hou met die onaanvaarbare behandeling van diere. Die gevolgtrekking is dat die meeste aanvalle op vleisproduksie eensydig is en ook nie konteks in ag neem nie.
4. Die “Animal Liberation”-argument word in Hoofstuk 4, 5 en 6 krities ontleed vanuit „n logiese perspektief met behulp van die sogenaamde FRISCO-metode – waarin die klem val op die Fokus van die argument, Redes wat aangevoer word vir die konklusie, die gehalte van die afleidings, die Situasie of konteks van die argument, en die helderheid van die argument. Die gevolgtrekking is dat die argument nie objektief en rasioneel is nie, en gebuk gaan onder denkfoute, vals stellings en emosionele taal. Idees, konsepte en beginsel word ook nie konsekwent toegepas nie. Die argument is dus nie betroubaar nie.
5. In Hoofstuk 7 word die bevinding van die tesis gestel, naamlik dat die “animal liberation” benadering nie „n betroubare argument vir ʼn vegetariese dieet kon formuleer nie. Die argument was ook nie in staat om ons kommer oor diere met menslike belange te balanseer nie, en het in die proses menslike waardigheid en vryheid gekompromitteer. Die mens se houding en behandeling van diere, moet egter verander.
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Rivera, Klaudia Maria. "Popular theater as a discourse for liberation in an adult, native language, literacy class /." Access Digital Full Text version, 1990. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10910335.
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Thesis (Ed.D)--Teachers College, Columbia University, 1990.<br>Typescript; issued also on microfilm. Includes appendices. Sponsor: Ray McDermott. Dissertation Committee: William Sayres. Bibliography: leaves 159-165.
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Jimenez, Leslie. "Native Minds, Hearts, Spirits, Beings, Knowings| Journey to Liberation, Decolonization, Reawakening." Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10601390.
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<p> This dissertation explores the experiences of Native American college students at a four-year institution. Additionally, institutional and non-institutional supports, strategies of resistance against oppression used by Native American college students, and examination of the role that spiritual activism plays in strategies of resistance at a four-year institution were explored. </p><p> Through the power of Native voices, their journeys were captured. This dissertation was conducted in accordance with a decolonized methodology, Native American knowledge systems, Native ways of knowing, and Native framework. This study explored the institutional and non-institutional supports, tools of resistance against oppression used by Native American college students, and how these tools of resistance serve as a factor in healing through application of spiritual activism. </p><p> In accordance with Indigenous knowledge systems, storytelling, and decolonized research approaches, it is likely that pedagogical tools for teaching emerged. This dissertation embodies “Indigenous traditions” referred to by Herrera, 2011 to align with an Indigenous Research Agenda. The sacred corn was used as a framework and prayer throughout this dissertation as the corn is sacred within Native communities. Well-being, as represented within the literature, encompasses Native knowledge systems, ways of knowing, and histories. </p><p> Through a decolonized methodology the following will be captured within this dissertation: the experiences of Native American college students as they navigate academia, knowledge systems brought with them, ways of knowing they practiced. Native American college students partaking in this study will: be a member of the Native American Student Support Services, be active within their Native community, self-identify as Native American, and engage in preservation of Native culture. </p><p> Grounded within the literature, each Native student within this study will be navigating through higher education, as they resist and persist through colonized settlers ways, values, and knowledge systems. Literature points to level of engagement within the Native community as a factor to persistence and resistance. As such, Native students within this dissertation will be engaged within their Native community. Each journey will exemplify the resistance, resiliency, perseverance, courage, and strength students draw from to navigate through and resist oppression, colonized settler education. As well as, the impact historical and intergeneration trauma has on their journey to healing. </p><p> Their journeys will highlight knowledge systems; ways of knowing, stories, and tools of resistance Native American college students bring with them to college settings. Native students bring these from their upbringing, the community, ceremony, and prayer.</p><p>
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Briedis, Timothy James. "‘Education for liberation not for world domination’: student protest in Australia, 1985-2006." Thesis, The University of Sydney, 2018. http://hdl.handle.net/2123/20818.
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This thesis charts and analyses student protest in Australia from 1985 to 2006. This period saw an epochal change in Australian universities, with student numbers increasing significantly and tertiary education itself becoming increasingly neoliberal and commodified. Taking issue with the common romanticisation of the Sixties as the defining era of student protest, I argue that students continued to mobilise against the imposition of fees and the process of commodification. Mass rallies and occupations occurred across the continent, and students from metropolitan and regional universities, domestic and overseas backgrounds all engaged in protest. Activism served as a school of dissent, politicising and radicalising those involved beyond the university. At its best, protest even provided a glimpse into an alternate world, where student radicals ‘lived and breathed’ activism and ‘full on fucking direct democracy’ could function, if only momentarily.
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Ungar, Lynn. "All our celebrations, a liberatory approach to religious education." Chicago, Ill. : McCormick Theological Seminary, 2002. http://www.tren.com.
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Oakley, Nigel William. "Educating Christians for political involvement : an examination of Augustinian, liberation and confessing church approaches." Thesis, Durham University, 2003. http://etheses.dur.ac.uk/3701/.
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This thesis examines the role of the churches in educating their congregations for political involvement. It does this by examining three aspects of the political thought of three theologians, Augustine, Gustavo Gutierrez and Dietrich Bonhoeffer. The first aspect is eschatology, on the grounds that thought on the eschaton influences thought on how to react to the present. The second is ecclesiology, with particular reference to how the theologian expects the church to relate to the civil society in which the church is located. The third is the 'prepolitical' education, or the education of the ordinary Christian for political involvement, in that civil society. The thesis concludes by stating that there is no formula, or curriculum, for prepolitical education, but there is a 'summary grammar' expressed in the form of three inter-related tensions on which all prepolitical education must rest if it is to be a properly Christian prepolitical education. The first tension concerns the 'now' and the 'not yet’ nature of the coming of God's kingdom; the second relates to the idea that that the church should be in the world but not of it; and the third is based on how the church relates to the world in a prophetic and an embodied manner.
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Keet, Andre. "Human rights education or human rights in education a conceptual analysis /." Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-06192007-130614/.
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Butterwick, Shauna J. "Learning liberation : a comparative analysis of feminist consciousness raising and Freire's conscientization method." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26791.
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This study emerged from an awareness of the critical role that learning plays within social movements and from a belief that adult education can learn much from examining the learning activities of the Women's Movement. Using a comparative approach, the similarities and differences between feminist consciousness raising and Freire's conscientization method were explored. The process of analysis involved studying Freire's written works available in English and the literature resources available through the University of British Columbia library on feminist consciousness raising. The comparison began with presentation of the historical, political, social, and economic factors which led to the development of consciousness raising and conscientization. This included an examination of the historical background of Brazil, of biographical information on Freire, and of the events which led to the development of Freire's conscientization method. In a similar way, this study explored the historical background of the Women's Movement, with particular emphasis on its re-emergence during the sixties and those factors which led to the creation of consciousness raising groups. The next step in the analysis was the comparison of consciousness raising and conscientization using the following categories: the themes or content within each process, the nature of the interaction, the presence and role of teachers or coordinators, the phases in each process, and the changes in consciousness expected as a result of each process. The study concluded with discussion of the differences between these two processes, which appear to be closely linked to the different contexts and factors, such as the different kinds of oppression being fought against, which led to the development of each learning activity. As the similarities were identified, it became evident that a number of important elements were common to both learning activities despite the very different contexts. These common elements were presented as principles of the consciousness raising method found within liberating social movements. Comparing these two learning activities indicated the liberating power of allowing people to tell their own story. Implications for practice focused on the need for a contextual sensitivity when working with or studying the learning activities of social movements. It was argued that awareness of the similarities (suggested principles) and differences between consciousness raising and conscientization could prevent application of either method as simply recipes for liberation. Many recommendations were made for further research which stressed the utility of comparative analysis for continuing examination of learning within social movements. Recommendations were made for examination of the relationship between the nature of learning activities and the kind of oppression, either gender-based or class-based. Further collaboration between the Women's Movement and adult education was suggested.<br>Education, Faculty of<br>Educational Studies (EDST), Department of<br>Graduate
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Broderick, Whendi Cook. "young women and empowerment : Action learning as a critical intervention in education for liberation." Thesis, Lancaster University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.535976.
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Johnson, Michelle J. "A PEDAGOGY FOR JUSTICE: KANT, HEGEL, MARCUSE AND FREIRE ON EDUCATION AND THE GOOD SOCIETY." UKnowledge, 2016. http://uknowledge.uky.edu/philosophy_etds/11.
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Rousseau’s educational treatise Emile is a well-known pedagogical work often noted for its progressive educational insights. Although Kant’s Lectures on Pedagogy is much less well known, Kant suggests a solution to an educational problem Rousseau is unable to solve: the problem of whether or not education can work for the good of humanity. Rousseau is concerned that society, and the schools in society, inflames people’s passions and leads to inequality and enslavement. Rousseau sketches an educational program that ideally develops students’ autonomous moral reasoning untainted by inflamed passion, an education which enables students to be moral and just citizens, working for the good of humanity. I argue that Rousseau’s educational philosophy ultimately fails because Rousseau maintains a deep skepticism that society, and therefore schools, can ever be a good place for humans. Rousseau suggests education must go to extreme measures such as isolating students in a rural environment and manipulating all aspects of their lives to prevent passions from becoming inflamed. Implementing this kind of education is not only improbable for individual students; it is especially improbable that it could be implemented on a large scale.
I further argue that Kant’s educational philosophy provides a solution to the problems which beset Rousseau’s educational philosophy. Kant embraces negative passions as necessarily educative, and so his educational philosophy does not require extreme measures to combat negative passion. In addition, Kant argues that is only in society and through these negative passions that humanity develops. Kant’s educational philosophy is achievable for both the individual student and also on a large scale because it focuses on developing three key aspects of students that draw on capacities within the student and that are developed in community with others: a robust will bent towards the good; good and skilled moral judgment; and a commitment to the ethical commonwealth. Lastly, I argue that Hegel, Marcuse and Freire, three philosophers who follow after Kant, develop important aspects of Kant’s solution to Rousseau’s problem. Taken together, these four philosophers present a compelling educational philosophy which suggests that education not only can but indeed must work for the good of humanity
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Hendricks, Paul Ross. "A principled engagement?: non-collaboration and the Teachers' League of South Africa in the Western Cape, 1990-2003." Doctoral thesis, University of Cape Town, 2010. http://hdl.handle.net/11427/24857.
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This thesis investigates the Teachers' League of South Africa's (TLSA, League or Teachers' League) ideas and practice of non-collaboration. It seeks to ascertain whether these ideas and practices continued after the organisation merged with several public sector unions in the National Union of Public Service and Allied Workers (NUPSAW) at the end of the last century. The thesis tracks the emergence and changing dynamics of the TLSA from the early decades of the twentieth century, as it developed and grew in the Western Cape, a region that was its nerve centre and where it was most active. There is a focus on the endeavours of the League to adapt and grow during the political and educational tumult of the 1990s, a period characterised by negotiations, reconciliatory and consensual politics that centred on nation building, and which was unreceptive if not clearly hostile to the organisation's non-collaborationist stance. The thesis employs an historical approach to contextualise the development of the League's non-collaborationism, and to elucidate the impact of South Africa's changing political, economic and educational landscape on the organisation. Extensive interviews were conducted, therewith giving a voice to the writing of history from below, embracing the experiences and perceptions of League members and the teacher activists who interacted with them before, but more so during and even beyond the 1990s. Documentary material of the TLSA and its umbrella body, the Unity Movement, dating back to the 1940s, provides the key primary sources for the study, while secondary information on the development of South Africa's political economy and the liberation movement offers valuable insights and alternative perspectives on the TLSA and Unity Movement. The thesis endorses the notion that appearances are at times intermingled with the opposite of what is being perceived, and thus challenges assumptions that the League's policy of non-collaboration was fixed and timeless. Instead, the thesis seeks to uncover the incongruities, nuances and complexity of this distinctive quality of the organisation, in an attempt finally, to elucidate its transformative potential in the present period.
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Saenz, Ortiz Raquel Yvonne. "Shifting the educational narrative for youth of color: Moving from criminalization to liberation in alternative schooling." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108806.
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Thesis advisor: Patrick Proctor<br>Youth of color are owed an “education debt” from this country, built on systems that sought to disenfranchise people of color, from colonialism and slavery to legacies of redlining and present-day criminalization practices (Ladson-Billings, 2006). Black, Indigenous and Latinx youth have consistently been pushed out of schools at higher rates than other groups (Morris, 2016). In recognizing this problem, this dissertation examined the ways that one alternative program in an urban-area in the Northeast sought to re-engage youth of color through emancipatory pedagogical models. All students, except for one, were youth of color with the majority of students being of Caribbean origin (i.e. Haitian, Dominican, Puerto Rican, Trinidadian, St. Lucian, Jamaican). In examining a need for emancipatory pedagogies, I conducted interviews with alumni and focus groups with current students to understand the multitude of reasons that students had been pushed out of traditional schools in their previous educational experiences. I then conducted interviews with past and present staff, as well as observations in the program, to understand the different pedagogies that were created that promoted decolonization and liberation in this particular alternative program. I then analyzed the short and long-term impacts of the program, primarily in understanding how the program shaped student identities. This study employed a qualitative approach, including a Youth Participatory Action Research component, to examine the factors listed above. MAXQDA was used to code transcripts of focus groups and interviews to determine themes in understanding the development and impact of emancipatory pedagogical models. Findings indicated the importance of creating a foundation for emancipatory pedagogies through staff spaces and conversations to understand implicit biases and teaching philosophies. This work should then be enhanced by building deep and supportive relationships with students and teaching in ways that uplift students’ cultures and promote critical consciousness. Key impacts of these pedagogies were found in racial identity, which was tied to gender identity and academic identity<br>Thesis (PhD) — Boston College, 2020<br>Submitted to: Boston College. Lynch School of Education<br>Discipline: Teacher Education, Special Education, Curriculum and Instruction
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Umeh, Emmanuel Chukwuemeka. "The promotion of human rights and social justice : a call to liberation theology for the Church in Nigeria /." Frankfurt am Main [u.a.] : Lang, 2004. http://www.gbv.de/dms/spk/sbb/recht/toc/373892179.pdf.
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Downing, Brendan J. "Rehearsing for Their Revolution: A Portraiture of Rural Appalachian Young Adolescent Conscientization and Liberation." Ohio University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1565829713271047.
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Seyed, Yousef Seyedeh Zahra A. "Edifying the Spirit of Love and Liberation in the Education of Young Children| Lessons from Critical Pedagogy and Reggio Emilia Inspired Educators." Thesis, Loyola Marymount University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13865867.
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<p> In an age of <i>adultism</i> in which children have been perceived as mere drains on society, schooling often has been viewed as a means to an end. Due to the fact that a capitalistic society requires future workers, children have been socialized in the necessary skills and knowledge required to fulfill their future job requirements. Consequently, schooling often has taken place in the form of the banking model in which students are treated as empty vessels to be filled up by the knowledgeable teachers, and then to regurgitate said knowledge on assessments to prove their understanding. I challenge this antiquated vision of education, especially in relation to what it has meant for young children in preschool through first grade. </p><p> Using critical pedagogy and the Reggio Emilia approach as theoretical frameworks, I conducted a critical narrative study of eight early educators who have had experience working with students in early grades in emancipatory ways. I found that educators’ own experiences and consciousness greatly affected their beliefs about young children as well as the <i>liberatory </i> practices they engaged. I present a proposal for a shift in thinking about the education of young children, a relational model of education that highlights the intersections of critical pedagogy and the Reggio Emilia approach in grounding the work of teaching in armed love, belief in the capabilities of children, and opportunities for students to work with educators as revolutionary partners and transformative change agents who have an active role in their education and their world.</p><p>
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Moosage, Riedwaan. "The Impasse of Violence : writing necklacing into a history of liberation struggle in South Africa." Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_8995_1299216595.
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<p>This thesis falls within the category of historical studies that is concerned with a difficult legacy of South AfricaÌs liberation struggle, namely the practice of necklacing that accompanied it. My interest in the practice is limited to its emergence and politicising as it relates to the ANC, the UDF and the apartheid state. The ANC and the UDF overwhelmingly understood the practice as resistance, yet ambivalently so. The question guiding this thesis therefore asks: how is necklacing written into the narrative of struggle history? Here I refer to its (re)representation, its (re)characterisation, its (re)articulation in a wider discursive war of propaganda strategies that was waged through the interplay of an apartheid state discourse and what I consider to be an official non-state discourse, that of the ANC and the UDF.</p>
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Swain, Ayanna N. "21st Century Freedom Fighters: African Descent Teachers' Use of Culturally Relevant Pedagogy as a Tool of Liberation." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/eps_diss/73.
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African descent students often are subjected to pedagogical practices and curricula that do not validate their home cultures or their individual and collective histories. In response to this problem, many teachers implement culturally relevant pedagogy (CRP) and curricula to address the needs of this population. Focusing on two African descent teachers in an African-centered school, the purpose of this qualitative African-centered inquiry was to 1) examine how the ancient Kemetic philosophy, Ma’at, manifests in their epistemologies, worldviews, and pedagogical practices, 2) explore how their epistemologies and worldviews inform their pedagogical practices, and 3) understand how their life experiences shaped their epistemologies and worldviews. A holistic theoretical framework comprised of Afrocentric and womanist theories and a CRP theoretical approach informed the “retooled” life history methodology employed in this study. The culturally sensitive data collection methods included dialogue, storytelling, participatory witnessing, and Afrocentric group conversation. Thematic and dialogic/performance narrative analysis techniques were used to analyze the data. The significance of this study is fourfold. First, this study adds to the paucity of existing literature on exemplary African descent teachers by bringing to the fore how the epistemologies and worldviews of teachers shape their pedagogical practices in an African-centered school. Second, this study explored the intended liberatory effects of African descent teachers’ implementation of CRP for themselves and for their students, ultimately affecting how both position themselves in the broader society. Third, use of the cardinal virtues of Ma’at (truth, justice, righteousness, order, harmony, balance, and reciprocity) as the philosophical foundation for this study presents an ontological alternative to privileging western philosophical frameworks typically used in educational research. Finally, as the ancient Kemetic philosophy employed in this study and as this study’s philosophical foundation, Ma'at specifically encourages policy makers, researchers, and practitioners to reexamine their notions of contemporary education in terms of its purpose, methods, and conceptions of the whole child. The findings illuminate ways that Ma’at undergirds the participants’ epistemologies, worldviews, and culturally relevant pedagogical practices enabling them to facilitate critical thinking, critical consciousness, and identity development with their students.
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El-Amin, Aaliyah. "“Until Justice Rolls Down Like Water” Revisiting Emancipatory Schooling for African Americans – a Theoretical Exploration of Concepts for Liberation." Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461053.
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African Americans have a long history in the United States of being asked to live within, and flourish in spite of, a racist society. Throughout this history, African Americans built education institutions – often referred to as emancipatory schools – with the primary goals of (1) “freeing” African Americans psychologically and (2) equipping African Americans with tools to fight for their economic, political and social freedom. As racism persists, disseminating these tools to African Americans remains necessary today. Yet, there is currently no emancipatory, comprehensive school model for African Americans outside of the limited offerings of Afrocentric schooling. In fact, recent educational interventions we have chosen to focus on diligently prepare African Americans to succeed in spite of their racially unjust world. This dissertation builds on historical efforts and offers a theoretical model for African American education that re-prioritizes cultivating the skill and will for enacting social change (transformation) in addition to the capacity to thrive within existing constraints (navigation).
Revisiting emancipatory schools as a viable pathway for educating might shift this landscape and prepare more African Americans to forge radical change. Drawing on cross-disciplinary scholarship, including psychology, sociology, political science and education, this dissertation suggests that five pillars must serve as the cornerstone of new emancipatory practice. These pillars are: a) a sound racial identity, b) critical consciousness, c) collective obligation, d) a liberation centered academic achievement identity and e) activism skills. Many of these pillars are staples of critical education but they are not always fully explained as a set of liberation tools and traditionally do not serve as the cornerstone of whole-school comprehensive practice. Using both theoretical and empirical literature, this work describes each of the asserted pillars, outlines their demonstrated impact on the lives of African Americans and explains how all five pillars are interconnected and should be cultivated together in a whole-school setting to achieve the intended outcome of preparing African Americans to fight for their racial liberation.<br>Education Policy, Leadership, and Instructional Practice
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Guimarães, Zildete Aparecida. "CONTRIBUIÇÃO DA PEDAGOGIA DO OPRIMIDO PARA A TEOLOGIA DA LIBERTAÇÃO." Pontifícia Universidade Católica de Goiás, 2012. http://localhost:8080/tede/handle/tede/840.
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Previous issue date: 2012-09-11<br>Paulo Freire, inspiring and theorist of popular education movement has formulated a
proposal for education from the oppressed and not the oppressor, he said education
should firstly transform traditional systems of education and build a proposal to
rewrite the pedagogical practice, rethinking political meaning of education. Created
Education of liberation for the oppressed classes considered in the attempt to
educate them politically.
Liberation theology is a theological reflection that proposes the political commitment
of faith with the historical reality from the perspective of the struggle for liberation of
the oppressed classes. Seeing poverty as a structural sin offering the political
involvement of Christians in building a more just and caring society. One of the main
characteristics of the liberation theology is to see the poor, not as objects of charity,
but subject to their own liberation, the main character of his own story.
So what you want to highlight are the main points between liberation theology and
Education of Paulo Freire since the concern of both is with the poor and oppressed.
Besides a common context, the historical origin and social liberation theology and
Education of Paulo Freire employ a convergent terminology. The work of Paulo
Freire is directed to the folk school, a libertarian education, dedicated to the poor and
liberation theology operates through the church and Christians of poor communities
to formulate a theology libertarian especially from Christians themselves.
Paulo Freire has much in common with Liberation Theology and Liberation Theology
has much in common with the Education of Paulo Freire. This approach leads to
consider a mutual reciprocal influence, although both have their own history of
emergence and development. The motivation is problematical point the contribution
of these two major simultaneous events from the national historical context of the
1960s.<br>Paulo Freire, inspirador e teórico do movimento da educação popular formulou uma
proposta de educação a partir do oprimido e não do opressor, segundo ele a
educação deveria, primeiramente, transformar sistemas tradicionais de ensino e
construir uma proposta de reescrever a prática pedagógica, repensando o sentido
político da educação. Criou uma Pedagogia da Libertação para as consideradas
classes oprimidas na tentativa e conscientizá-las politicamente.
A Teologia da Libertação é uma reflexão teológica que tem como proposta o
comprometimento político da fé com a realidade histórica sob a perspectiva da luta
pela libertação das classes oprimidas. Vendo a pobreza como pecado estrutural e
propondo o engajamento político dos cristãos na construção de uma sociedade mais
justa e solidária. Uma das principais características da Teologia da Libertação é ver
o pobre, não como objeto de caridade, mas sujeito de sua própria libertação,
protagonista de sua própria história.
Assim o que se pretende evidenciar são os pontos comuns entre a Teologia da
Libertação e a Pedagogia de Paulo Freire uma vez que a preocupação de ambos é
com os pobres e oprimidos. Além de um contexto comum, de origem histórica e
social, a Teologia da Libertação e a Pedagogia de Paulo Freire empregam uma
terminologia convergente. A atuação de Paulo Freire é direcionada para a escola
popular, por uma educação libertária, voltada aos pobres e a Teologia da Libertação
atua por meio da igreja e dos cristãos das comunidades pobres para formular uma
teologia libertária especialmente a partir dos próprios cristãos.
Paulo Freire tem muito em comum com a Teologia da Libertação e a Teologia da
Libertação muito em comum com a Pedagogia de Paulo Freire. Essa aproximação
mútua leva a pensar numa influência recíproca, embora ambos tenham uma história
própria de surgimento e desenvolvimento. A motivação problematizadora é apontar a
contribuição desses dois grandes acontecimentos simultâneos a partir do contexto
histórico nacional da década 1960.
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de, Gruchy Stephen Mark. "Not liberation but justice: An Analysis of Reinhold Niebuhr's understanding of human destiny in the light of the Doctrine of the Atonement." University of Western Cape, 1992. http://hdl.handle.net/11394/7440.
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Doctor Theologiae - DTh<br>This thesis takes a new approach to the interpretation of Reinhold
Niebuhr's thought by arguing that the category of "redemption" is a key
hermeneutical concept for understanding his theology. It is argued that
his ethics can best be interpreted as flowing out his understanding of
human destiny in the light of the Christian doctrine of the Atonement.
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Mack, Laura. "Human Rights, LGBT Movements and Identity: An Analysis of International and South African LGBT Websites." Connect to this title online, 2005. http://www.ohiolink.edu/etd/view.cgi?acc%5Fnum=ohiou1125527098.
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Childs, David J. "The Black Church and African American Education: The African Methodist Episcopal Church Educating for Liberation, 1816-1893." Oxford, Ohio : Miami University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1250397808.
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Gilliard-White, Dajae. "(Re) Constructing the Subject: A Strategic Model for Acquisition of Africana Liberation Through Children's Books." Master's thesis, Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/261281.
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African American Studies<br>M.A.<br>Children of African descent gather information about the world from various sources such as school, television, toys, and books. This research focuses specifically on books as an educational tool. The dominant focus of this work is to evaluate the ideas communicated to black children in books. Additionally, this is an Afrocentric work that is invested in black children's books that teach black children to resist white supremacy by achieving academic excellence, valuing their African culture, and having high self-esteem. Ultimately, these acts will lead children of African descent to reach their full potential. However, this cannot be done if the books read to and by black children have negative or minimal depictions of black people. To this point, this work demonstrates the efficacy of constructive representations of black people in children's books. It also examines how the authors' and illustrators' views about blackness are conveyed throughout the books. The ramifications of negative or positive ideas about black people illustrated in children's books are powerful and must be analyzed critically. This thesis explains why and how reading for black children should be utilized as a resource for development.<br>Temple University--Theses
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Oliver, Kenneth J. "Toward liberation in counselor education : exploring oppression attitudes of master's level counseling students enrolled in CACREP accredited programs /." Available to subscribers only, 2009. http://proquest.umi.com/pqdweb?did=1797219671&sid=7&Fmt=2&clientId=1509&RQT=309&VName=PQD.
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Thesis (Ph. D.)--Southern Illinois University Carbondale, 2009.<br>"Department of Educational Psychology and Special Education." Keywords: Counseling, Counselor education, Liberation, Multicultural competence, Oppression, Racial identity, Master's level, Counseling students. Includes bibliographical references (p. 147-162). Also available online.
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Oliver, Kenneth Judge. "TOWARD LIBERATION IN COUNSELOR EDUCATION: EXPLORING OPPRESSION ATTITUDES OF MASTER'S LEVEL COUNSELING STUDENTS ENROLLED IN CACREP ACCREDITED PROGRAMS." OpenSIUC, 2009. https://opensiuc.lib.siu.edu/dissertations/290.
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Oppression is often mentioned in multicultural literature as a cognate to Racial Identity Development and Multicultural Competence. However, to this point, no studies have empirically examined the oppression construct in terms of relevant characteristics, processes, or relationships to other multicultural constructs. This study presents a conceptual model of oppression and explores psychometric properties of a scale designed to assess oppression attitudes of Master's level counselor-trainees enrolled in CACREP accredited programs. Expert panel review of the original 78-item instrument produced strong content validity evidence for the Oppression Attitudes construct. A pilot study (N = 83) was conducted for which an Exploratory Factor Analysis (EFA) of the Oppression Attitudes Scale resulted in a 3-Factor solution representative of Personal Oppression Attitudes, Program-Related Oppression Attitudes, and Professional Identity-Related Oppression Attitudes of Master's level counselor-trainees. Construct validity evidence was supported during the field study (N = 248) via convergent and discriminant analyses, and Confirmatory Factor Analysis (CFA). Correlations between OAS scores (i.e., higher scores indicate anti-oppressive attitude) and Multicultural Competency scores (r = .59, p < .01) on the Multicultural Counseling Knowledge and Awareness Scale (MCKAS), and between OAS scores and Phase-2 Racial Identity Development Scores (r = .23 to .65, p < .01) on the White Racial Identity Attitudes Scale (WRIAS) provided evidence of convergent validity amongst the theoretically related constructs. Correlations between OAS scores and the Marlowe-Crowne Social Desirability Scale-Form C (r = .14, p < .05), along with correlations between the OAS and Phase 1 White Racial Identity Attitudes (r = -.22 and -.64, p < .01) indicated adequate discriminant validity between the OAS and unrelated constructs. Internal consistency reliability for OAS subscales was examined during the pilot study (α = .91, .88, and .90) and the field study (α = .89, .87, and .80) indicating high subscale item homogeneity. Racial Identity Development scores and Multicultural Competency Scores were found to be predictors of Oppression Attitudes, adding support for the conceptual model. Additionally, beginning counseling students were shown to have significantly lower OAS scores than more experienced students, suggesting benefits to CACREP training.
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Seyed, Yousef Seyedeh Zahra Agha. "Edifying the Spirit of Love and Liberation in the Education of Young Children: Lessons from Critical Pedagogy and Reggio Emilia Inspired Educators." Digital Commons at Loyola Marymount University and Loyola Law School, 2019. https://digitalcommons.lmu.edu/etd/803.
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In an age of adultism in which children have been perceived as mere drains on society, schooling often has been viewed as a means to an end. Due to the fact that a capitalistic society requires future workers, children have been socialized in the necessary skills and knowledge required to fulfill their future job requirements. Consequently, schooling often has taken place in the form of the banking model in which students are treated as empty vessels to be filled up by the knowledgeable teachers, and then to regurgitate said knowledge on assessments to prove their understanding. I challenge this antiquated vision of education, especially in relation to what it has meant for young children in preschool through first grade. Using critical pedagogy and the Reggio Emilia approach as theoretical frameworks, I conducted a critical narrative study of eight early educators who have had experience working with students in early grades in emancipatory ways. I found that educators’ own experiences and consciousness greatly affected their beliefs about young children as well as the liberatory practices they engaged. I present a proposal for a shift in thinking about the education of young children, a relational model of education that highlights the intersections of critical pedagogy and the Reggio Emilia approach in grounding the work of teaching in armed love, belief in the capabilities of children, and opportunities for students to work with educators as revolutionary partners and transformative change agents who have an active role in their education and their world.
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Thomas, Donja J. "FreeDumb Fighting: The Literacy and Liberation of Young People through African American Voice." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1497874057228665.
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Yonehara, Aki Murakami. "Human development policy : theorizing and modeling /." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3215206.
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Thesis (Ph.D.)--Indiana University, Educational Policy Studies, 2006.<br>Title from PDF t.p. (viewed Dec. 5, 2008). Source: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1183. Advisers: Margaret Sutton; Barry Bull.
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Basmajian, Isabelle. "Enlightenment, art, and education, becoming fully human." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0004/NQ41399.pdf.
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Yeshanew, Sisay Alemahu. "Towards effective human rights education in Africa." Diss., University of Pretoria, 2004. http://hdl.handle.net/2263/1127.
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"Human rights education (hereinafter HRE) squarely fits into the promotional mandate or obligation [of the African Commission on Human and Peoples' Rights]. The Commission is implementing its promotional mandate by disseminating copies of the Charter [African Charter on Human and Peoples' Rights] and sensitising governments about their responisiblities to citizens. There are also ongoing thematic human rights conferences, workshops and ad hoc training programmes throughout the continent. In addition, human rights are taught in some states over the continent as a subject by itself, especially in law faculties of universities, or as a component of interdisciplinary courses. But still, observers and specialists, notably teachers of higher education, who have a certain amount of experience in HRE, admit that there exists no African system of HRE stricto sensu. Many African states do not also have HRE programmes proper. This paper stresses the importance of HRE to avoid violations of human rights and pleads for practical steps by African states to carry out their obligations with respect to promotion of human rights. It also suggests the effective usage of the African Commission's mandate of examination of states reports for monitoring and co-ordination of HRE activities. It will do these by laying down a framework for planning, implementaiton and co-ordination of HRE programmes. ... Chapter one provides background to the study, identifies the problems to be tackled, summarises the relevant literature and introduces the objectives, hypotheses, methodology and scope of the study. Chapter two defines human rights and HRE. It also lists the goals of HRE and discusses the importance of the same. Moreover, it identifies normative foundations for HRE. Chapter three discusses the elements of efficient programmes for HRE. It identifies factors of effectiveness of HRE programmes from its design to its implementation. Chapter four deals with the role of state and non-state actors in HRE and suggests ways of building partnership samong the actors and co-ordination of efforts by the African Commission. Chapter five concludes the paper and provides [a] list of recommendations for effective HRE in Africa." -- Introduction.<br>Thesis (LLM (Human Rights and Democratisation in Africa)) -- University of Pretoria, 2004.<br>http://www.chr.up.ac.za/academic_pro/llm1/dissertations.html<br>Centre for Human Rights<br>LLM
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ARAUJO, CINTHIA MONTEIRO DE. "EMANCIPATORY EDUCATION EFFORTS: INTERCONNECTIONS BETWEEN HISTORY TEACHING AND HUMAN RIGTHS EDUCATION." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2006. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=9211@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>Nas últimas décadas do século XX os Direitos Humanos se
afirmaram como um tema global. Esse contexto tem
favorecido a construção de alguns consensos, dentre eles a
consolidação da Democracia como um dos princípios
imprescindíveis para a plena realização dos Direitos
Humanos. Neste âmbito a educação em Direitos Humanos
aparece como uma proposta defendida pelos organismos
multilaterais a partir da identificação da necessidade de
realização de ações educativas sistemáticas na direção da
promoção dos próprios direitos. A pesquisa apresentada
pretende reafirmar as relações entre Direitos Humanos,
Educação e Democracia através da busca das possíveis
alianças entre a educação em Direitos Humanos e o ensino
de História, defendendo este como lugar privilegiado para
a realização de uma prática emancipatória. Para isso foram
entrevistados quinze professores de História da rede
municipal de ensino do Rio de Janeiro que atuam em turmas
de 5ª à 8ª séries do ensino fundamental. As entrevistas
tinham por objetivo identificar e analisar suas concepções
sobre a educação e o ensino de história e as relações
estabelecidas com a educação em Direitos Humanos. Os
resultados apontam para a existência de um amplo espaço de
potencialidades, mas a efetiva realização dessas alianças
exige um movimento de aproximação e diálogo entre o campo
da educação e os Direitos Humanos.<br>Human Rights became a relevant global issue during the
last decades of XX century. In this context it is possible
to identify the construction of few consensus such as the
statement that democracy´s consolidation is as a priority
for the full accomplishment of the Human Rights. In the
same way, human rights education efforts became a proposal
shared by multilateral organizations involved in the
struggle to promote human rights. This investigation
intends to emphasize the existing relations between Human
Rights, Education and Democracy, focusing on the
interconnections between human rights education and
history teaching practices. In order to gather information
about those relations we interviewed fifteen teachers of
basic education (5th to 8th grade) public schools in Rio
de Janeiro. The interviews were conducted with the purpose
to clarify the conceptions of history teaching and its
possible links with human rights education. The results of
this present study suggests the existence of a wide space
of potentialities, but the effective accomplishment of
those alliances demands an approach movement and dialogue
between the field of the education and the Human Rights.
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Narahara, Sheryl K. "Occupational narratives of human performance technology (HPT)." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3329712.
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Thesis (Ph.D.)--Indiana University, Dept. of Instructional Technology, 2008.<br>Title from PDF t.p. (viewed on Jul 19, 2010). Source: Dissertation Abstracts International, Volume: 69-10, Section: A, page: 3919. Adviser: Thomas Schwen. Includes supplementary digital materials.
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Gilman, Lori-Ann. "The application of liberation pedagogy : have members of rural development committees in southern Ethiopia become critically aware of their poverty after participating in consciousness-raising education?" Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=79770.
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Liberation and critical theories of education believe in the political nature of all types of education. 'The school' in the third world is 'oppressive' because it creates and perpetuates 'western-style' class hierarchies. As such, nothing good will be secured at the marginalized groups without a drastic shift in their socioeconomic and political condition. Consciousness-raising non-formal adult education is 'liberation education' aimed specifically for the disenfranchised rural poor. It helps them develop skills to discover the oppressive elements in their lives, become aware of the causes of their destitution, and empower them to take action to transform their realities. Previous studies have demonstrated such programs have been successful in emancipating the poor; this evaluative study of liberation education in southern Ethiopia has also proven to help the target population develop a critical consciousness regarding their impoverished and oppressed conditions and help empower them to work towards changing their lives.
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Ang, Kerry Roger. "Human rights education: Exploring the experiences of participants in a human rights education program in a Melbourne secondary college." Thesis, Australian Catholic University, 2009. https://acuresearchbank.acu.edu.au/download/ee10c270ddb8464e3a9195fb0590b9f936c2cbd974be53f4afa9a7debde9c990/6235179/64780_downloaded_stream_5.pdf.
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This research project is a case study of a unique, week-long interdisciplinary human rights education programme known as the Human Rights Convention for Year 8 students at a Melbourne secondary college. The project aims to explore, describe and thereby understand the Human Rights Convention, and through this understanding, draw insights into the programme's worth to the school community. The methodology utilised both qualitative and quantitative data within a case study approach. Data was gathered from all participants (students and teachers) of the programme in one year, using interviews, observations, document analysis and questionnaires. In addition, interviews were conducted with key people at the school, students who had participated in the programme in previous years, and teachers not directly involved in the programme. Data was analysed using thematic, visual image, narrative and quantitative approaches. The educational perspective behind the programme was found to be based on the conviction that human rights education is necessary for all secondary students, and that such a programme will help enact aspects of the school's vision and mission statement as well as its middle school goals. Both student and teacher participants were engaged with the programme and found it worthwhile. A number of areas where the programme could be improved were identified to increase its effectiveness for all participants. The programme compared favourably to a model of best practice human rights education postulated from the literature and it was found to have relevance for other educational contexts. It is believed the findings of this study will prove significant in that they offer benefits to the school, to the wider educational community which may see value in using aspects of the programme in their own educational context, and as a contribution to research in the field of human rights education.;It is an area where there has been very little research undertaken, especially in Australian schools.
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Watson, Chuck. "Acceptance of online education degrees by human resource recruiters." Thesis, Baker College (Michigan), 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10248132.
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<p> A review of research regarding acceptance of online degrees by employers returns contradictory results. The current research focused on human resources recruiters’ perceptions and biases toward traditional versus online education. Human capital theory, signaling theory, and stakeholder theory formed the conceptual support for understanding the potential impact of bias toward online education. The researcher used semi-structured phone interviews with 18 recruiters as the data collection method. A purposive sample ensured that the participants were selected appropriately. Interviews were transcribed, coded, and manually analyzed for themes related to the acceptance of online education. Eighty-three percent of respondents believed online and traditional educations are equal among accredited institutions. This finding marks a change from previous studies that have found mixed attitudes among employers about online education. The perceived lack of social interaction inherent in online education and reputation of specific institutions were concerns. The results suggest that attitudes toward online education are changing to a more favorable view. The majority (83%) of participants indicated online education was equal to traditional education when reviewing resumes. The researcher recommends that online students participate in outside the classroom social activities to compensate for perceived lack of social interaction. Institutions offering online programs should obtain or maintain accreditation and strengthen their reputation for their graduates to be acceptable to business recruiters.</p>
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Starke, Ansunette. "The implications of ideology for society and education in South Africa." University of the Western Cape, 1996. http://hdl.handle.net/11394/8472.
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Magister Educationis - MEd<br>Ideology reveals itself in the commonly shared ideas and ideals which act as the driving force responsible for group formation underlying nationalist aspirations in society. It reveals itself in various ways with politics as the most visible and education as the most powerful, yet unobtrusive, manifestation. In South Africa Afrikaner Nationalism and Black Nationalism have been involved in a titanic battle for the last fifty years. The ideology of Afrikaner Nationalism developed as a striving for political, cultural and educational freedom from British imperialist domination. An important part of this struggle was waged in the field of education, leading to the development of the sub-ideology of Christian National Education. The tenacity with which the Afrikaner pursued his nationalist aspirations was rewarded with the recognition of Afrikaans as official language in 1925, the National Party gaining political power in 1948 and the establishment of the Afrikaner educational ideology, Christian National Education, as state education policy in 1967. The Afrikaner Broederbond, under the cover of an Afrikaner cultural society, exercised a tremendously strong influence in the political, economic and social spheres. With the support of the extremely influential Dutch Reformed Church hegemonic rule was further consolidated. In order to attain its ideals and maintain its position of power, Afrikanerdom engaged in suppressing the Black sector of the population. This manifested in the denial of political and human rights to Blacks, and was reinforced by an education system which offered Blacks inferior education to that of Whites to ensure that they would not become a threat to Afrikaner power. The Afrikaner Broederbond, under the cover of an Afrikaner cultural society, exercised a
tremendously strong influence in the political, economic and social spheres. With the support of the extremely influential Dutch Reformed Church hegemonic rule was further consolidated. In order to attain its ideals and maintain its position of power, Afrikanerdom engaged in suppressing the Black sector of the population. This manifested in the denial of political and human rights to Blacks, and was reinforced by an education system which offered Blacks inferior education to that of Whites to ensure that they would not become a threat to Afrikaner power tendency towards communalism in Black society resulted in Black Nationalism adopting the ideology of Black Liberation Socialism, under whose banner many former colonies had attained independence from their European mother countries. The educational sub ideology
of People's Education served the Black Nationalist ideal by adopting in its curricula, syllabi and organisational structure an approach which supported Black liberation from the apartheid regime. The South African state (government, the police, the legal system, etc.) acted in a
repressive manner under the influence of the Afrikaner ideology. The oppression Afrikaners suffered at the hand of British imperialism was repeated when Afrikaner Nationalism assumed power under the Nationalist government. It subjected Blacks to oppression and totally negated Black nationalist aspirations. Education always serves the dominant ideology - a concept clearly manifested in Christian National Education as it served the Afrikaner Nationalist ideology. In the same manner People's Education proved to be an extension of the Black Liberation Struggle. Ideology is thus in the service of power. Ample evidence exists that Afrikaner Nationalism and Christian National Education served to entrench Afrikanerdom in a position of seemingly unassailable power for an extended period of time after it had discarded the British imperialist yoke. This dominant position was maintained despite being a minority group. Should the same pattern prevail one would expect the African National Congress to abuse its present position of power to oppress the White minority and take revenge for the suffering that the latter had inflicted on Blacks for so many years. Both the Oppressed and the Oppressor are dehumanised in the process of oppression. Although the Afrikaner was in a dominant, powerful position and seemingly free, he became enslaved to his own ideology. He was deprived of independent opinion and thought by the prescriptive ideology of Afrikaner Nationalism and its educational ideology of Christian National Education. Non-compliance was frowned upon and deviants ostracised. It is ironic that, by ousting the Afrikaner nationalist regime, the African National Congress actually became the agent which liberated the Afrikaner from his self inflicted
ideological oppression. Oppression thus seems to follow a vicious circle with both the Oppressor and the Oppressed suffering dehumanisation. Unless the Oppressed is rehumanised the oppressive role model presented by the Oppressor is emulated and the former Oppressed become the new Oppressor. The necessity for the process of rehumanisation to occur in the postapartheid South African society can not be over-emphasised and thus various steps that can be taken to effect rehumanisation are suggested.
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Du, Preez Petro. "Facilitating human rights values across outcomes-based education and Waldorf education curricula." Thesis, Stellenbosch : Stellenbosch University, 2005. http://hdl.handle.net/10019.1/50351.
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Thesis (MEd)--University of Stellenbosch, 2005.<br>ENGLISH ABSTRACT: The facilitation of human rights values might be considered a means to rethink and redefine
values education in South Africa. This study aimed at determining how human rights values
were addressed in the context of independent Waldorf Education and government initiated
outcomes-based education in South Africa, and how educators facilitated these values in
various circumstances. In exploring the philosophies, theories and practices of these
education models against the background of paradigmatic and post-paradigmatic
philosophies in support of the socially constructive curriculum theory, important notions were
highlighted that have preceded, and might follow, the facilitation of human rights values. The
epistemologies, ontologies and methodologies of the emancipatory paradigm and postparadigmatic
framework appeared to provide appropriate philosophical departure points
regarding the facilitation of human rights values.
This study anticipated the theoretical clarification of the concept human rights values and
included a discussion on the importance of these values in various school contexts. Values
identified from the Manifesto on Values, Education and Democracy (2001), that were also
present in the Curriculum: Waldorf Schools in South Africa (1995), were discussed as
possible human rights values. Empirical research was conducted to explore how human
rights values were attended to in good practice scenarios in order to provide insight into the
questions posed regarding the facilitation of human rights values.
Through systematic ethnographic observations and semi-structured interviews it appeared
that in both school contexts human rights values were more frequently addressed in
incidental situations than in formal curriculum contents. This is interesting seeing that the
outcomes-based education model has a number of documents to guide the facilitation of
human rights values within formal curriculum contents, whereas the Waldorf approach has
no such supportive documents. One might question the value and influence of numerous
documents if basic knowledge that is required for the meaningful interpretation of such
documents is not communicated from the outset. Moreover, it became evident that since
Waldorf educators are adequately trained in Anthroposophy, the philosophy to which Waldorf
schools adhere, they deal with curriculum matters such as socially constructing a curriculum
more effectively. The training of outcomes-based education educators can be questioned
regarding the philosophy, theory and methodology of outcomes-based education in view of
the hasty implementation of this new model for government schools. As a result of this
hurried process, educators of outcomes-based education are experiencing numerous uncertainties when they have to manage curriculum matters such as socially constructing a
curriculum.
Recommendations and related examples were provided after the completion of the study.
This included, among others, the notions of dialogically facilitating human rights values to
promote learners' understanding of their rights, and the rights of others; to transform
incidental facilitation of human rights values into worthwhile teaching-learning experiences; to
use human resources - including learners - to convey human rights values; and to focus
educators' training (both in-service and pre-service) toward the inclusion of human rights
values and promoting an understanding of socially constructing a curriculum.
The study was concluded with the remark that human rights values might be an appropriate
means to redefine values education, provided that the facilitation of human rights values are
based on suitable theoretical and philosophical premises; and that those held responsible to
facilitate such values are assisted in this task.<br>AFRIKAANSE OPSOMMING: Die fasilitering van menseregte-waardes kan beskou word as 'n wyse om waarde-opvoeding
in Suid-Afrika opnuut te deurdink en te herdefinieer. Hierdie studie het ten doel gehad om
vas te stel hoe menseregte-waardes in onafhanklike Waldorf Onderwys en
staatsgeïnisieerde uitkomsgebaseerde onderwyskontekste in Suid-Afrika aangespreek word,
en ook hoe dit in die praktyk gefasiliteer word. Die verkenning van teorieë, filosofieë en
praktyke aangaande die twee opvoedingsrnodelle teen die agtergrond van paradigmatiese
en post-paradigmatiese filosofieë, ter ondersteuning van
kurrikulumteorie, het kardinale aspekte wat die fasilitering
voorafgegaan het, en moontlik tot gevolg kan hê, uitgelig.
die sosiaal-konstruktiewe
van menseregte-waardes
Dit kom voor asof die
epistemologieë, ontologieë en metodologieë onderliggend aan die emansipatoriese
paradigma en die post-paradigmatiese raamwerk 'n genoegsame filosofiese aanvangspunt
bied met betrekking tot die fasilitering van menseregte-waardes.
In die studie is die konsep menseregte-waardes konseptueel-teoreties verklaar. Dit het ook
'n bespreking oor die belangrikheid van hierdie waardes in verskeie skoolkontekste ingesluit.
Waardes geïdentifiseer uit die Onderwysrnanifes oor Waardes en Demokrasie in die
Onderwys (Manifesto on Values, Education and Democracy, 2001) wat ook sigbaar was in
die Waldorf-kurrikulumdokument (Curriculum: Waldorf Schools in South Africa, 1995), is
bespreek as moontlike menseregte-waardes. Empiriese navorsing is onderneem om die
wyse waarop menseregte-waardes in goeie praktyk-scenarios aangespreek word te verken
ten einde nuwe insig te verkry rakende die fasilitering van menseregte-waardes.
Deur die sistematies-etnografiese waarnemings en semi-gestruktureerde onderhoude het dit
voorgekom dat menseregte-waardes in beide skoolkontekste meestal in toevallige situasies
aangespreek word, eerder as deel van formele kurrikuluminhoude. Dit is interessant,
gegewe die feit dat die uitkomsgebaseerde opvoedingsmodel heelwat dokumente beskikbaar
gestel het om die fasilitering van menseregte-waardes te rig, terwyl die Waldorf-benadering
geen ondersteunende dokumentasie in dié verband bied nie. Mens kan tereg vra wat die
waarde en invloed van sulke dokumente is as basiese kennis, wat nodig is om hierdie
dokumente betekenisvol te interpreteer, nie eerste oorgedra word nie. Dit het ook gelyk asof
Waldorf-onderwysers beter met kurrikulumverwante sake, soos die sosiale konstruering van
'n kurrikulum, omgaan weens hul goeie opleiding betreffende Antroposofie, die filosofie wat
Waldorf-onderwys onderlê. Opvoeders in uitkomsgebaseerde onderwys se opleiding in die
teorie, filosofie en metodologie van die onderwysmodel, wat beïnvloed is deur die haastige
implementering van die nuwe model in staatskole, kan bevraagteken word. Laasgenoemde aspek blyk onsekerhede te veroorsaak wanneer hierdie onderwysers kurrikulumverwante
sake, soos die sosiale konstruering van 'n kurrikulum, moet hanteer.
Ná afloop van die studie is sekere aanbevelings en verwante voorbeelde gegee. Dit het
onder meer die volgende ingesluit: dat dialoog na 'n wenslike fasiliteringstrategie lyk in die
bevordering van leerders se begrip van hul regte, asook dié van andere; dat situasies
waartydens menseregte-waardes toevallig aangespreek word omskep kan word in
waardevolle onderrig-Ieerervaringe; dat menslike hulpbronne - insluitende leerders - gebruik
kan word om menseregte-waardes oor te dra; en dat onderwysersopleiding (beide indiens en
voordiens ) op die insluiting van menseregte-waardes en die bevordering van begrip vir die
sosiale konstruering van 'n kurrikulum moet fokus.
Die studie is afgesluit met die opmerking dat menseregte-waardes tot die herdefiniëring van
waarde-opvoeding mag bydra, gegewe dat dit op gepaste teoretiese en filosofiese
begrondinge gebaseer is, en dat diegene wat verantwoordelik gehou word vir die fasilitering
van sulke waardes, die nodige ondersteuning in dié verband sal kry.
48
Swanson, Alan D. "International human rights law and development : a human rights way to development." Thesis, University of Essex, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341236.
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Williams, Randy. "Alberta Social Studies textbooks and human rights education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ60403.pdf.
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Zhang, Hao. "Human systems integration: training and education needs analysis." Diss., Rolla, Mo. : Missouri University of Science and Technology, 2008. http://scholarsmine.mst.edu/thesis/pdf/Zhang_09007dcc80534b76.pdf.
Full textAbstract:
Thesis (M.S.)--Missouri University of Science and Technology, 2008.<br>Vita. The entire thesis text is included in file. Title from title screen of thesis/dissertation PDF file (viewed August 28, 2008) Includes bibliographical references (p. 89-92).