Relevant bibliographies by topics / Liberation Pedagogy

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'Liberation Pedagogy'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Liberation Pedagogy"

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Fiore, Mia. "Pedagogy for Liberation." Education and Urban Society 47, no. 7 (December 27, 2013): 813–29. http://dx.doi.org/10.1177/0013124513511269.

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Wyman, Jason. "James Cone’s Liberative Pedagogy." Wabash Center Journal on Teaching 1, no. 2 (April 15, 2020): 97–100. http://dx.doi.org/10.31046/wabashcenter.v1i2.1714.

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James Cone is known primarily as the founder of Black liberation theology. Yet for those who were his students, his teaching was equally as powerful. Cone managed to mentor people, create dialogue, and foster collaboration, all around the common collective task of seeking justice and liberation through theological study and construction. These things made Cone such an effective teacher. His work existed on a continuum, in which the liberation of Black people, of all the oppressed, was a non-negotiable baseline. While he used “traditional” methods, primarily lecture and seminar formats, the purpose behind his teaching wasn’t traditional at all. And as a result, he has put in place a network of clergy, academics, and of many other vocations, who in one way or another are promulgating that commitment to liberation and justice quite literally throughout the world. This is one of several short essays presented by recent students at a public forum at Union Theological Seminary after his death in 2018.
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Robikhah, Aridlah Sendy. "Paradigma Pendidikan Pembebasan Paulo Freire Dalam Konteks Pendidikan Agama Islam." IQ (Ilmu Al-qur'an): Jurnal Pendidikan Islam 1, no. 01 (July 31, 2018): 1–16. http://dx.doi.org/10.37542/iq.v1i01.3.

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Education disposed ignoring some liberation values. Human considered like a mechanic machine that must be obey from the system. There is no liberation of thinking, liberation of act, liberation in expression and liberation for giving ideas. Paulo Freire, educational scientist gives some alternative illustrations for liberation pedagogy. This study applied a documentary method. Writer collect some book resources, then classify based on groups (biography, Paulo Freire’s theory and liberation pedagogy in Islamic education). This study found that liberation pedagogy in this case means to have awareness about education and daily life, so what student gets from teacher can be useful for facing their problems. Studying and reading books needs concentration, because according to Paulo Freire’s theory, the essences of study are reinventing, recreating and rewriting. Student must know what learning goals in each themes, because pedagogy is not like banking system, students are not like an empty box. Students are human that have talent and capability, so this is teacher’s assignment to find and develop student’s ability. When this theory applied in Islamic Study, the solve of some student problems, still have to link to Alquran and Hadis with a double movement principle.
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McLaren, Peter, and Petar Jandrić. "From liberation to salvation: Revolutionary critical pedagogy meets liberation theology." Policy Futures in Education 15, no. 5 (March 26, 2017): 620–52. http://dx.doi.org/10.1177/1478210317695713.

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Khasri, M. Rodinal Khair. "Liberating People; Critical Pedagogy on the Revolutionary Thought of Hassan Hanafi." Nadwa 1, no. 1 (August 29, 2019): 1. http://dx.doi.org/10.21580/nw.2019.1.1.3914.

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<pre>The researcher observed the dimension of critical pedagogy in the context of Hassan Hanafi revolutionary thought. He was very good founding the fundamental thought in theology of liberation named Left Islam. This research used a literature study and historical-factual method to analyze the dimension of critical pedagogy on Hassan Hanafi revolutionary thought. The result of this research was new understanding about critical pedagogy dimension on Hassan Hanafi thought. <em>First.</em> Dehumanization in the context of education is inseparable from the influence of Western cultural imperialism. <em>Second,</em> The critical pedagogy found in Hassan Hanafi's thoughts is a pedagogy that aims to eliminate the destructive nature caused by the one-dimensional view that results in educational disorientation from the true educational goal of liberating people.</pre><p> </p><p><strong>Abstrak</strong></p><pre>Artikel ini mempresentasikan hasil penelitian terhadap pemikiran revolusioner Hassan Hanafi sehingga ditemukan dimensi pedagogi kritisnya. Hassan Hanafi merupakan sosok pemikir Islam yang sangat baik di dalam membangun pemikiran-pemikiran fundamental di dalam konteks teologi pembebasan, serta yang paling terkenal ia sebut dengan istilah “Kiri Islam”. Penelitian ini termasuk dalam klasifikasi studi literatur dengan metode historis-faktual di dalam menganalisis dimensi pedagogi kritis di dalam pemikiran Hassan Hanafi. Hasil penelitian ini adalah pemahaman baru tentang dimensi pedagogi kritis di dalam pemikiran Hassan Hanafi. <em>Pertama,</em> dehumanisasi dalam konteks pendidikan adalah akibat dari pengaruh imperialisme budaya Barat.<em> Kedua</em>, pedagogi kritis Hasan Hanafi fokus pada upaya membangkitkan kesadaran eksistensial di tengah beragam permasalahan yang terjadi di masyarakat. Pedagogi kritis yang ditemukan di dalam pemikiran Hassan Hanafi merupakan pedagogi yang bertujuan untuk menghilangkan hal yang bersifat destruktif yang disebabkan oleh pandangan berdimensi-satu yang mengakibatkan disorientasi pendidikan dari tujuan pendidikan yang sesungguhnya yaitu memerdekakan manusia.</pre><p> </p>
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de Oliveira, João Manuel, Sofia Neves, Conceição Nogueira, and Marijke De Koning. "Present but Un-named: Feminist Liberation Psychology in Portugal." Feminism & Psychology 19, no. 3 (July 23, 2009): 394–406. http://dx.doi.org/10.1177/0959353509105631.

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In this article, we intend to show the paradox of Portuguese feminist liberation psychology, a discipline that is present inside the practical domain of social interventions, but remains unnamed. We aim to reveal examples of the few practices of feminist liberation psychology that exist in Portugal in order to inscribe them into the academic field. This article emphasizes some experiences from one grassroots movement that could be considered feminist psychology and liberation-psychology practices. Using a historical background, we focus on Portuguese social-political aspects including the feminist movement. Then, through a case study, we explore the grassroots movement Graal, whose projects were very influenced by the writings of Paulo Freire, on pedagogy of liberation. The concern with liberating oppressed groups is visible through the work of the Graal and shows the importance of collective action through conscientization.
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Navickas, Kate. "The Limitations of Liberation in the Classroom." Pedagogy 20, no. 1 (January 1, 2020): 49–58. http://dx.doi.org/10.1215/15314200-7879018.

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In this interview, poet and LGBTQIA activist Minnie Bruce Pratt shares the development of her pedagogy as a new teacher, the connections between her classroom practices and the women’s liberation movement, and some of the assignments she teaches to help people understand themselves. Paradoxically, Pratt offers both a reminder of the limitations of the classroom as a site for change and specific classroom practices and assignments that thoughtfully enact a pedagogy developed from her life’s work for liberation.
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Dju, Antonio Oliveira, and Darcísio Natal Muraro. "A infância como o outro libertador." Praxis Educativa 16 (2021): 1–17. http://dx.doi.org/10.5212/praxeduc.v.16.16618.019.

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his paper aims at analysing the conception of Otherness in Freire in order to understand the relations with childhood and the liberation from oppression. For that, we raised the following question: What contribution can Freire’s conception of the Other make to understand childhood and liberation? The text follows a qualitative bibliographic methodology, whose contribution is the philosophical analysis, as part of our Master’s research project which has as its investigative focus the question of Other and humanizing education. As a theoretical framework, the works of Freire: Pedagogy of the Oppressed (1987); Pedagogia da Autonomia: saberes necessários à prática educative - Pedagogy of Autonomy: necessary knowledge for educational practice (2011) are used. In Freire’s proposal, childhood is a free and active subject of the educational process, which problematizes, dialogues and awakens adults from their domination and oppression. In addition, it generates the democratic process of world transformation.
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Kopnina, Helen. "Critical pedagogy." Studier i Pædagogisk Filosofi 8, no. 1 (February 18, 2020): 43–68. http://dx.doi.org/10.7146/spf.v8i1.114773.

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While environmentalism is often associated with different non-governmental organizations, agencies, movements, institutions, and grassroots groups, one of the least understood types of environmentalism is so-called radical activism. This article will argue that the label of radicalism or even terrorism attached to some forms of environmental activism precludes learning about the causes of environmental crises. Based on the work of Paulo Freire in critical pedagogy and eco-pedagogy, this article supports the position that learning about social and political framing of “radicalism” as well as the issues that drive this “radical” action help the development of critical thinking and ethical judgment in students. By analyzing student reflection essays on the film If a Tree Falls: A Story of the Earth Liberation Front, this article draws lessons in ecological citizenship and critical thinking.
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Jansen, Jonathan. "In Search of Liberation Pedagogy in South Africa." Journal of Education 172, no. 2 (April 1990): 62–71. http://dx.doi.org/10.1177/002205749017200206.

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Dissertations / Theses on the topic "Liberation Pedagogy"

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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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Lieb, Sheryl J. "In pursuit of a pedagogy of personhood| Existentialism and possibilities for educator liberation." Thesis, The University of North Carolina at Greensboro, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3722533.

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LIEB, SHERYL J., Ph.D. In Pursuit of a Pedagogy of Personhood: Existentialism and Possibilities for Educator Liberation. (2015) Directed by Dr. Glenn M. Hudak. 244 pp. In this study, I explore the problem of 21st century educator existential oppression (my term) as the negation of personal and pedagogical personhood that I experienced as a result of my confrontations (across three separate schools) with oppressive policies and practices instituted by the neoliberal business model within the institution of education. I use my story to reflect the individual educator?s situation of dehumanization as it has become embedded within a neoliberal pedagogy of standardization, measurement, and objectification, asserting that this is an increasingly common phenomenon among contemporary educators. I discuss philosophical conceptions of oppression, personhood, and pedagogy through the lens of existentialism, positioned as a humanizing response to the dehumanization of neoliberal educational ideology. Emphasizing the existential attitude of intentional self-consciousness for self- reclamation (personhood) and resistance to oppression, I also address existential tenets that inform my current efforts toward teaching for freedom in the undergraduate classroom. Four existential questions frame the conclusion of this study, the responses to which prioritize the concept of integrity as fundamental to the pursuit of an individual pedagogy of personhood and the rehumanization of education, even inferring the community at large. The methodology of this study is an integration of philosophical analysis and scholarly personal narrative writing (SPN), the latter including reflections and commentaries interspersed throughout the study, along with excerpts from post-class, teaching field notes (spring 2013, the University of North Carolina at Greensboro), most notably in Chapter IV.

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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
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
Thesis (PhD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
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PRADO, Marcio do. "ELEMENTOS DA OBRA FREIREANA E DA TEOLOGIA DA LIBERTAÇÃO NAS DÉCADAS DE 1950 A 1970: UMA ANÁLISE COMBINADA DE SUA GÊNESE E IDENTIDADE." Universidade Metodista de Sao Paulo, 2016. http://tede.metodista.br/jspui/handle/tede/1535.

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This research aims to analyze the historical, political, social, economic and ideological context in which it appears criticism of Paulo Freire pedagogy and later liberation theology, seeking to find influences of this peculiar context in the genesis of Freire's thought and conceptions of the theologians Rubem Alves and Gustavo Gutierrez, who were the first to publish works on liberation theology, theological current considered genuinely Latin American. It seeks to observe to what extent the pedagogical concepts of Freire may have been taken by Gutierrez Alves and theologians in their works reviewed here. In both thoughts we find the valuation of view of human beings and a praxis that seeks liberation from oppressive systems. Both in Paulo Freire as the fundamentals of this theological current present humanistic principles and elements of the Christian tradition. From the methodological tool of analysis of the Marxist dialectical historical materialism, seeks to identify common themes that are addressed by the authors in their arising works from the 1950s to 1970, pausing to study some of the underlying themes, namely, practice , history , humanism and freedom.
A presente pesquisa se propõe a analisar o contexto histórico, político, social, econômico e ideológico em que surge a pedagogia crítica de Paulo Freire e posteriormente a Teologia da Libertação, visando encontrar influências deste peculiar contexto na gênese do pensamento freireano e nas concepções dos teólogos Rubem Alves e Gustavo Gutiérrez, que foram os primeiros publicar obras sobre Teologia da Libertação, corrente teológica considerada genuinamente latino-americana. Ainda procura observar em que medida as concepções pedagógicas de Freire podem ter sido acolhidas pelos teólogos Alves e Gutiérrez em suas obras aqui analisadas. Em ambos os pensamentos encontramos a visão de valorização do ser humano e de uma práxis que busca sua libertação de sistemas opressores. Tanto em Paulo Freire como nos fundamentos desta corrente teológica se apresentam princípios humanistas e elementos da tradição cristã. A partir da ferramenta metodológica de análise do materialismo histórico dialético marxista, procura identificar temas comuns que são abordados pelos autores em suas obras surgidas entre as décadas de 1950 a 1970, detendo-se ao estudo de alguns temas subjacentes a esse contexto histórico, a saber: práxis, história, humanismo e libertação.
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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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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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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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Noble, Derrick Lewis. "Rescuing, reconnecting, and renewing the village liberative pedagogy and the impact of teaching black liberation theology to black youth at Abundant Life United Methodist Church of Lufkin, Texas /." Theological Research Exchange Network (TREN), 2008. http://www.tren.com/search.cfm?p028-0290.

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Pang, Alfred Kah Meng. "Called Forth By The Child To Teach: Lasallian Mysticism Of Faith and Teaching For Children's Liberation." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108943.

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Thesis advisor: Hosffman Ospino
There is a pressing need to re-awaken in teaching the prophetic call to serve the liberation of children, whose complex humanity remains systemically marginalized. This proposal is grounded in a study of the Lasallian tradition of education, which originates from John Baptist de La Salle (1651-1719), founder of the Institute of the Brothers of the Christian Schools in seventeenth century France and the patron saint for Christian teachers of the young. From a Lasallian perspective, the prophetic call to teach for children’s liberation is rooted contemplatively in a Christian mysticism of faith, which energizes an incarnational mission of education in zeal, shaped by a preferential option for children as the poor and marginalized. This preferential option for children is a hermeneutical key that reads the Lasallian mission of education forward into the twenty-first century. I develop this idea of a preferential option for children, locating it in an interpretive study that critically synthesizes a Lasallian theology of child with literature in childhood studies, spirituality, critical pedagogy and participatory action research. Building on the Lasallian imagination, this study contributes to a Christian spirituality of education as it examines how contemporary theological perspectives on children and childhood serve as a lens that deepens the interconnection between Christian mysticism, liberation, and child in teaching as a prophetic vocation. To teach for children’s liberation is to promote their flourishing as full human beings created in the image and likeness of God. It attends to conditions that protect children in their social marginalization while engaging and developing their social participation as responsible agents in our common belonging to God as God’s children and siblings-in-Christ. It demands just presence in teaching, which begins with listening as receptivity to the mystery of the child as graced irruption. The prophetic call to teach for children’s liberation is mystically rooted in contemplative wonder at the Incarnation. Such wonder must also open the teacher to being disturbed by the scandalizing action of God, who steps out of God-self not only to be with the poor, but also in the least as a human child in Jesus Christ. It is this recognition of God’s presence in each child and with children that calls forth the responsibility of teachers, making an ethical claim on them to be courageously present in ways that prioritize the human dignity of children in education
Thesis (PhD) — Boston College, 2020
Submitted to: Boston College. Graduate School of Arts and Sciences
Discipline: Religious Education and Pastoral Ministry
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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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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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Books on the topic "Liberation Pedagogy"

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Freire, Paulo, and Ira Shor. A Pedagogy for Liberation. London: Macmillan Education UK, 1987. http://dx.doi.org/10.1007/978-1-349-18574-0.

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

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

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

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5

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

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Freire, Paulo. Learning to question: A pedagogy of liberation. New York: Continuum, 1989.

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

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

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Paulo Freire: Pedagogue of liberation. Malabar, Fla: Krieger Pub. Co., 1994.

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Sentipensante (sensing/thinking) pedagogy: Educating for wholeness, social justice and liberation. Sterling, VA: Stylus Pub., 2009.

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More sources

Book chapters on the topic "Liberation Pedagogy"

1

Freire, Paulo, and Ira Shor. "Introduction: The Dream of Liberating Education." In A Pedagogy for Liberation, 1–15. London: Macmillan Education UK, 1987. http://dx.doi.org/10.1007/978-1-349-18574-0_1.

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Freire, Paulo, and Ira Shor. "How Can Teachers Become Liberating Educators?" In A Pedagogy for Liberation, 17–51. London: Macmillan Education UK, 1987. http://dx.doi.org/10.1007/978-1-349-18574-0_2.

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Freire, Paulo, and Ira Shor. "What Are The Fears And Risks Of Transformation?" In A Pedagogy for Liberation, 53–74. London: Macmillan Education UK, 1987. http://dx.doi.org/10.1007/978-1-349-18574-0_3.

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Freire, Paulo, and Ira Shor. "Is There Structure and Rigor in Liberating Education?" In A Pedagogy for Liberation, 75–96. London: Macmillan Education UK, 1987. http://dx.doi.org/10.1007/978-1-349-18574-0_4.

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Freire, Paulo, and Ira Shor. "What Is The ‘Dialogical Method’ Of Teaching?" In A Pedagogy for Liberation, 97–119. London: Macmillan Education UK, 1987. http://dx.doi.org/10.1007/978-1-349-18574-0_5.

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Freire, Paulo, and Ira Shor. "Do First-World Students Need Liberating?" In A Pedagogy for Liberation, 121–41. London: Macmillan Education UK, 1987. http://dx.doi.org/10.1007/978-1-349-18574-0_6.

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Freire, Paulo, and Ira Shor. "How Can Liberating Educators Overcome Language Differences With The Students?" In A Pedagogy for Liberation, 143–69. London: Macmillan Education UK, 1987. http://dx.doi.org/10.1007/978-1-349-18574-0_7.

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Freire, Paulo, and Ira Shor. "The Dream Of Social Transformation: How Do We Begin?" In A Pedagogy for Liberation, 171–87. London: Macmillan Education UK, 1987. http://dx.doi.org/10.1007/978-1-349-18574-0_8.

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De Lissovoy, Noah. "Difference, Power, and Pedagogy." In Power, Crisis, and Education for Liberation, 105–27. New York: Palgrave Macmillan US, 2008. http://dx.doi.org/10.1057/9780230612976_6.

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Erskine, Noel Leo. "Emancipatory Praxis and Liberation for Oppressors." In Black Theology and Pedagogy, 117–42. New York: Palgrave Macmillan US, 2008. http://dx.doi.org/10.1057/9780230613775_6.

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