Academic literature on the topic 'Pedagogy of the oppressed'
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Journal articles on the topic "Pedagogy of the oppressed"
Gutiérrez, Nerea. "Pedagogy of the oppressed." Social and Education History 7, no. 2 (June 23, 2018): 201. http://dx.doi.org/10.17583/hse.2018.3578.
Full textFonseca, Sérgio C., and Soraya Maria Romano Pacifico. "Paulo Freire antes de "Pedagogia do Oprimido", ou, de "Educação e atualidade brasileira" à "Educação como prática da liberdade" / Paulo Freire before "Pedagogy of the oppressed"..." Cadernos CIMEAC 7, no. 2 (December 20, 2017): 36. http://dx.doi.org/10.18554/cimeac.v7i2.2445.
Full textZorn, Jeff. "Henry Giroux’s pedagogy of the oppressed." Academic Questions 14, no. 4 (December 2001): 69–81. http://dx.doi.org/10.1007/s12129-001-1041-4.
Full textTrifonas, Peter Pericles. "“Pedagogy of the Oppressed: 50 years”." Review of Education, Pedagogy, and Cultural Studies 40, no. 5 (October 20, 2018): 367–70. http://dx.doi.org/10.1080/10714413.2019.1570789.
Full textStonebanks, Christopher Darius. "(Re)discovering Pedagogy of the Oppressed." LEARNing Landscapes 14, no. 1 (June 24, 2021): 379–91. http://dx.doi.org/10.36510/learnland.v14i1.1054.
Full textHaymes, Stephen Nathan. "Race and Freire’s Pedagogy of the Oppressed." Radical Philosophy Review 5, no. 1 (2002): 165–75. http://dx.doi.org/10.5840/radphilrev200251/214.
Full textEagan, Jennifer. "Forum: Paulo Freire's Pedagogy of the Oppressed." Administrative Theory & Praxis 32, no. 3 (September 2010): 429–30. http://dx.doi.org/10.2753/atp1084-1806320308.
Full textTorres, Carlos Alberto. "Fifty Years after Pedagogy of the Oppressed." Sociology of Race and Ethnicity 5, no. 4 (August 11, 2019): 596–97. http://dx.doi.org/10.1177/2332649219869593.
Full textNweke, Charles C., and Anthony T. Owoh. "On pedagogy of the oppressed: An appraisal of Paulo Freire’s philosophy of education." OGIRISI: a New Journal of African Studies 16 (October 2, 2020): 62–75. http://dx.doi.org/10.4314/og.v16i1.4.
Full textNéspoli, José Henrique Singolano. "Educação popular e emancipação: a "Pedagogia do oprimido" como projeto contra-hegemônico das classes subalternas / Popular education and emancipation..." Cadernos CIMEAC 10, no. 1 (July 16, 2020): 94. http://dx.doi.org/10.18554/cimeac.v10i1.4065.
Full textDissertations / Theses on the topic "Pedagogy of the oppressed"
CRUZ, PAMELA PEREGRINO DA. "DIALOG’S CENTRALITY IN THE PEDAGOGIC DIMENSION OF THEATRE OF THE OPPRESSED: BETWEEN SOCRATIC METHOD AND PEDAGOGY OF THE OPPRESSED." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2011. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=17546@1.
Full textO Teatro do Oprimido (TO) é um método de alfabetização estética, sistematizado por Augusto Boal, que visa à transformação da realidade e à humanização através de meios estéticos e a partir do diálogo. Este trabalho analisa o papel do diálogo no TO. A primeira parte apresenta uma análise de algumas pesquisas sobre o TO, buscando revelar as interpretações dadas ao papel do diálogo. A segunda parte analisa a obra de Augusto Boal apresentando o desenvolvimento histórico da dimensão pedagógica do TO e revela as influências dos processos históricos nos quais se inseriu. Os textos de Boal foram analisados como fontes historiográficas a partir do referencial materialista cultural. A partir dessa análise, a perspectiva de diálogo do TO, diferente do que apontavam os trabalhos analisados, revelou-se baseada em dois pilares: a Pedagogia do Oprimido e a maiêutica socrática. Essas duas referências são, então, investigadas para definir os limites entre as concepções originais e a interpretação de Boal. A última parte, a partir da análise de entrevistas, apresenta o pensamento sobre o diálogo dos curingas do Centro de Teatro do Oprimido (CTO). Conclui-se, então, que a perspectiva maiêutica, tal como utilizada por Boal e o CTO, impôs alguns limites para alcançarem-se os objetivos do TO, produzindo uma nova perspectiva dialógica. No entanto, percebe-se o interesse e o esforço do CTO na investigação e na construção de um TO cada vez mais dialógico, comprometido com suas origens, fiel ao pensamento de Boal, mas coerente às demandas atuais.
Theatre of the Oppressed (TO) is an aesthetic alphabetisation method, organized by Augusto Boal, which aims at promoting social change and humanization through dialog and aesthetic means. This work analyses dialogs place inside TO. The first part presents an analysis of some researches about TO, seeking to reveal how they place dialog inside TO. The second part analyse the work of Augusto Boal presenting the historical development of TO pedagogic dimension and reveals the influences of the historical process. Boal texts were analysed as historical documents in the perspective of Cultural Materialism. This analysis reveals that TO dialog perspective, on the opposite way of the analysed works, is based in two pillars: Pedagogy of the Oppressed and Socratic Method. These two perspectives are investigated in order to define the limits between theirs original conceptions and Boal own interpretation. The last part presents the Cento de Teatro do Oprimido (CTO) jokers thought about dialog inside TO, through the analyses of interviews. It then concludes that the Socratic perspective, as used by Boal and CTO, set some limits in order to reach their objectives, producing a new dialogical perspective. Nevertheless, CTO effort to investigate and build a ever more dialogical and faithful to its origins and Boal thoughts, as well as able to deal with the new demands of nowadays.
Dorger, Yolanda Ochoa. "Reinventing Oppression: an Archaeology of Paulo Freire's Pedagogy of the Oppressed." Oxford, Ohio : Miami University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1228499634.
Full textda, Silva L. (Leandro). "Jesus Christ liberator and pedagogy of the oppressed the common paths of Leonardo Boff and Paulo Freire." Master's thesis, University of Oulu, 2012. http://jultika.oulu.fi/Record/nbnfioulu-201306121600.
Full textKokka, Kari. "Social Justice Mathematics: Pedagogy of the Oppressed or Pedagogy of the Privileged? A Comparative Case Study of Students of Historically Marginalized and Privileged Backgrounds." Thesis, Harvard University, 2017. http://nrs.harvard.edu/urn-3:HUL.InstRepos:33052854.
Full textSantos, Márcio Silveira dos. "Tragédia na sala de aula : um estudo de práticas de teatro na Educação de Jovens e Adultos." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2010. http://hdl.handle.net/10183/25909.
Full textThis thesis is based on established ideas about the work practices of theater in the classroom with students of adult education program - Youth and Adult Education of the School of Arthur Ostermann, in São Leopoldo, in the Vale of Sinos, Rio Grande do Sul. Looking for connections of these practices with the Pedagogy of the Oppressed by Paulo Freire and the concept of Liquid Times of Zygmunt Bauman. The activities were conducted through games and spontaneous protagonists, to develop the creative potential of students, and reflection on the destructive potential of society. The practices are divided into two branches: the Newspaper theater of Augusto Boal and the pursuit of dramatic writing from the background of Greek tragedies. One is linked to another in order that emerged from the improvisational theater needs to discuss current events. These facts, most published in newspapers, were considered by students as tragedy, which sparked some research from the texts tragic of Greek drama, which consisted of reading in specific parts of Édipo Rei and Antigona by Sófocles. Thus triggering a contextualization of certain works.
Svensson, Fredrik. "Paolo Freire, Gayatri Spivak, and the (Im)possibiity of Education : The Methodological Leap in Pedagogy of the Oppressed and "Righting Wrongs"." Thesis, Södertörns högskola, Institutionen för livsvetenskaper, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-16798.
Full textSilva, Pedro. "Exploring Theatre of the Oppressed and Media Synchronicity to Supplement Virtual Learning Environments: Experiences with Mados." Master's thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5867.
Full textM.F.A.
Masters
Visual Arts and Design
Arts and Humanities
Emerging Media; Digital Media
Falcone, John Paul. "Creative, Critical, and True: Training Students to Improvise Responsibly with Biblical Text: A Pragmatist, Spirit-led Model." Thesis, Boston College, 2015. http://hdl.handle.net/2345/bc-ir:104536.
Full textIn this dissertation, I argue that Bible education is best understood as training students to improvise responsibly with Scripture. I explore this pedagogical model by reflecting on my experience as a Bible instructor at Cristo Rey New York High School, an inner city Catholic school. The goal of a Cristo Rey education is the integral liberation of students. In the language of liberation theology, to be "integrally liberated" is to survive and to thrive on all levels - material, cultural, psychosocial, and spiritual. Learning to improvise responsibly with Scripture helps students to grow in integral liberation. It helps them develop the capacity to perceive and to act with greater freedom, discernment, and commitment. It helps them to handle and interpret the Bible in ways that are creative, critical, and true. Here being true means more than being factually accurate; it means being true to the text, being true to the needs of one's interpreting community, and being true to the inner promptings of God's Holy Spirit. Responsible improvisation connects Biblical interpretation with artistry, with problem-solving, and with the construction of counter-cultural spaces. The dissertation supports a pedagogy for improvising responsibly with Scripture in several different ways. In the first chapter, I explain my proposal and the teaching experiences on which it is based. The first half of the chapter introduces the Cristo Rey setting within which I developed the Biblical pedagogy theorized and refined in this project. The second half begins to locate and unpack that pedagogy in terms of academic disciplines and relevant terms. I explain more concretely what I mean by "training students to improvise responsibly with Scripture." I also describe what I mean by "integral liberation," and by "interpretations that are creative, critical, and true." Chapter Two answers the question: "Why consider teaching a program of training?" I use the theory of Situated Learning to outline the religion classroom as a place of training, where students learn to master different interpretive practices in the midst of intersecting communities. I show how my model accurately reflects the teaching and learning dynamics of high school classrooms. A situated learning perspective helps educators identify specific areas where their interventions can help students become better, more responsible Scriptural improvisers. Chapter Three answers the question, "How can you train students for improvisation?" In this chapter, I correlate my educational model with the popular educational technique known as Theatre of the Oppressed (TO). TO brings together critical pedagogy and creative expression to help participants improvise artful and liberating social actions; it has proven both powerful and enduring in a broad range of class and cultural settings. I use TO as a generative metaphor to help teachers imagine more deeply and richly what training students for responsible improvisation might look like. Chapter Four steps back to take in a broader perspective. It answers the question, "Is this pedagogical model coherent? How does it all hang together?" In this chapter, I use the Pragmatist theology of Donald Gelpi, SJ as an overarching framework. I relate the concepts of "interpretation," "creativity," "responsibility," and "norms" with each other, and with a theology of God's Holy Spirit. Using Gelpi's semiotic realism as a conceptual framework shows how my pedagogy is not only conceptually coherent, but also convincingly rooted in the Christian intellectual tradition. Chapter Five presents a detailed example of teaching the Bible for responsible improvisation. It outlines the process of preparing and teaching a chapter from the Gospel of Matthew - specifically, Mt 13, the "Parables Discourse." This chapter argues that a warrant for improvising responsibly with Scripture can be derived from the Gospel itself. In short, I argue that "training students to improvise responsibly with Scripture" is a justice-grounded, empirically accurate, pedagogically compelling, intellectually coherent, and eminently Christian approach to teaching the Bible in Catholic schools. I conclude by discussing the implications of such a model in the context of Catholic educational ministry and ministerial training
Thesis (PhD) — Boston College, 2015
Submitted to: Boston College. Graduate School of Arts and Sciences
Discipline: Religious Education and Pastoral Ministry
Moraes, Michele Adriana de. "Entre a metaxis e a filosofia da práxis : teatro do oprimido-perspectivas para o teatro na educação." Universidade Federal de São Carlos, 2015. https://repositorio.ufscar.br/handle/ufscar/7648.
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Não recebi financiamento
The present study is linked to the Postgraduate Program in Education of UFSCar, under the research line Theories and Practice in School Education. The central theme of this study is the Theatre and Education. The object of the study has as references Theatre of the Oppressed’s working techniques, a theatrical teaching methodology created by Augusto Boal, who seeks to identify the injustices established in oppressed-oppressor’s relations and overcome them through Concrete and Continued Social Actions. Since it is a Library imprint of research, we look for material at dissertation’s bank and Capes’s Theses, who fieldworks were conducted in formal and non-formal learning environments who practices the Theater of the Oppressed methodology. We investigated these theses and dissertations understand the interpretation and the use they make of the Oppressed Theatre. We grouped the works in two (02) themes; School Education (representing formal learning environments) and Social Education Processes (representing informal learning environments). For the development of this research we used the content analysis technique, beyond the presentation of quantitative and qualitative data of theses and dissertations.
A presente pesquisa é vinculada ao Programa de Pós-Graduação em Educação da UFSCar, na linha Educação Escolar Teorias e Práticas. O tema central deste estudo é o Teatro e a Educação. O objeto de estudo se refere às técnicas de trabalho com o Teatro do Oprimido, metodologia pedagógica teatral, criada por Augusto Boal, que busca identificar as injustiças estabelecidas nas relações opressores-oprimidos e superá-las através de Ações Sociais Concretas e Continuadas. Por se tratar de uma pesquisa de cunho bibliográfico, buscamos no banco de dissertações e Teses da Capes, trabalhos de Campo realizados em ambientes de aprendizagens formais ou não formais, que versassem sobre a Metodologia do Teatro do Oprimido. Buscamos nestas teses e dissertações compreender a interpretação e o uso que fazem do Teatro do Oprimido. Agrupamos os trabalhos em duas (02) categorias temáticas, Educação escolar (representando ambientes formais de aprendizagem) e Processos Socioeducativos (representando ambientes informais de aprendizagem). Para o desenvolvimento desta pesquisa utilizamos a técnica de Análise de Conteúdo, além da apresentação de dados quantitativos e qualitativos das teses e dissertações.
Paula, Fernando Leonel Henrique Simões de. "Pedagogia da rua: a educação sob o olhar do oprimido que mora na rua." Universidade Nove de Julho, 2016. http://bibliotecatede.uninove.br/handle/tede/1559.
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This dissertation analyzes the notion (or notions) of regular education as part of a set of other ideological instruments, structures the worldview of the social groups that have access to it. It examines more specifically the vision of the excluded, so-called "homeless". Speaking about the "homeless", this work refers to those the segments that are deprived of the most elementary rights and, therefore, suffer the most perverse forms of oppression and neglect in our Country. Based on Freire's view that the oppressed produce not only knowledge, but in specific situations, contribute with his knowledge to transform and overcome the status quo, this work develops the hypothesis that there is one or more) concept(s) about the regular education formulated by those oppressed segments that can contribute to the reflection about a broader sense of culture and civilization. It is a qualitative research. Eighteen interviews were developed by the researcher with the homeless population of the City of São Paulo, of both sexes, in three locations that are described in the research universe. In addition to this the researcher developed his personal observation from his own experience of also living more than three decades in the streets of the same city. From this material he extracted all the empirical material. The analysis of the representations of “street population”, especially about school and regular education was the focus of the research.
Esta tesis analiza la noción (o nociones) de la educación regular, como parte de un conjunto de otros instrumentos ideológicos que estructura de la cosmovisión de los grupos sociales que tienen acceso a ella. En él se examinan más concretamente la visión de los excluidos, los llamados "sin techo". Hablando de los "sin techo", esta obra se refiere a aquellos segmentos que son privados de los derechos más elementales y, por lo tanto, sufren las formas más perversas de la opresión y de negligencia en nuestro País. Sobre la base del fundamento de la visión de Freire, de que los oprimidos no sólo producen el conocimiento, sino que, en situaciones específicas, contribuyen con este conocimiento para transformar y superar las sociedades instituidas, esta obra parte de la hipótesis de que existe(n) uno (o más) concepto (s) sobre la educación regular formulada por estos segmentos oprimidos que, en última instancia, pueden contribuir para la reflexión sobre el sentido más amplio de la cultura y la civilización. Se trata de una investigación cualitativa. De los dieciocho (18) entrevistas en profundidad realizadas por el investigador con la población sin hogar de la ciudad de São Paulo, de ambos sexos, en tres lugares que se describen en el universo de investigación y además con la observación a partir de su experiencia personal que, durante más de tres décadas, también vivía en la calle, se extrajo todo el material empírico. El foco de la tesis es el análisis de las representaciones de estos segmentos oprimidos, especialmente con respecto a la escuela y a la educación regular.
Esta dissertação analisa a noção (ou noções) de educação regular e de escola que, como parte de um conjunto de outros instrumentos ideológicos, estrutura a visão de mundo dos segmentos sociais que a ela têm acesso. Ela examina mais especificamente a visão dos excluídos dela, dos chamados “moradores de rua”. Ao falar dos “moradores de rua”, este trabalho refere-se àqueles segmentos que estão destituídos dos direitos mais elementares e, por isso mesmo, sofrem as formas mais perversas de opressão e abandono, em nosso País. Tomando como base a tese freiriana de que os oprimidos não apenas produzem saberes, mas, em situações específicas, contribuem, com esses saberes, para a transformação e a superação das sociedades instituídas, este trabalho parte da hipótese de que existe(m) um (ou mais) conceito(s) sobre a educação regular formulados por esses segmentos oprimidos que, no limite, podem contribuir para a reflexão sobre um sentido mais amplo da cultura e do processo civilizatório. É uma pesquisa de cunho qualitativo. Das 18 (dezoito) entrevistas em profundidade, realizadas pelo próprio pesquisador junto à população de rua da Cidade de São Paulo, de ambos os sexos, em três localidades que serão descritas no universo da pesquisa, somadas à observação e experiência pessoal do pesquisador que, por mais de três décadas, viveu também na rua, foi extraído todo o material empírico. A análise de tais representações, especialmente no que diz respeito à escola e à educação regular, constituiu o foco da pesquisa.
Books on the topic "Pedagogy of the oppressed"
Freire, Paulo. Pedagogy of hope: Reliving Pedagogy of the oppressed. New York: Continuum, 1994.
Find full textPedagogy of hope: Reliving Pedagogy of the Oppressed : Paulo Freire. London: Continuum Publishing Group, 2004.
Find full textPentecostal formation: A pedagogy among the oppressed. Sheffield, England: Sheffield Academic Press, 1993.
Find full textBook chapters on the topic "Pedagogy of the oppressed"
Ruth, Richard, and Laura Janowitch. "Pedagogy of the Oppressed." In Encyclopedia of Critical Psychology, 1342–46. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4614-5583-7_610.
Full textFreire, Paulo, and Myra Bergman Ramos. "Pedagogy of the oppressed: an extract." In Debates and Dilemmas in Promoting Health, 227–33. London: Macmillan Education UK, 1997. http://dx.doi.org/10.1007/978-1-349-25349-4_25.
Full textRocha, Samuel D. "Pedagogy of the Oppressed Revised, Revisited." In The Syllabus as Curriculum, 162–63. New York, NY : Routledge, 2020. | Series: Studies in curriculum theory series: Routledge, 2020. http://dx.doi.org/10.4324/9780429027901-18.
Full textDator, Jim. "The Pedagogy of the Oppressed: North American Style." In Jim Dator: A Noticer in Time, 125–38. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-17387-6_13.
Full textMesner, Kerri A. "Innovations in Sexual-Theological Activism: Queer Theology Meets Theatre of the Oppressed." In Mapping Queer Space(s) of Praxis and Pedagogy, 249–67. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-64623-7_14.
Full textSeytoff, Alim, and Henryk Szadziewski. "China’s most oppressed." In Routledge Handbook of Human Rights in Asia, 75–88. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781315720180-6.
Full textSouza, Marcelo Lopes de. "Oppressed, segregated, vulnerable." In The Routledge Handbook of Latin American Development, 549–59. London ; New York : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781315162935-47.
Full textGanguly, Sanjoy. "Theatre of The oppressed, Not Theatre for The Oppressed." In The Routledge Companion to Theatre of the Oppressed, 270–76. Abingdon, Oxon ; New York : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315265704-29.
Full textBabbage, Frances. "Theatre of the Oppressed." In Augusto Boal, 35–65. Abingdon, Oxon ; New York, NY : Routledge, [2018] | Series: Routledge performance practitioners | "First published 2004; reissued 2018 by Routledge..."—ECIP galley.: Routledge, 2018. http://dx.doi.org/10.4324/9780429485671-2.
Full textPensalfini, Rob. "Shakespeare of the Oppressed." In Teaching Shakespeare Beyond the Centre, 225–36. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137275073_18.
Full textConference papers on the topic "Pedagogy of the oppressed"
Rotaru, Marioara. "FromThe Pedagogy of The Oppressed to An Educational Policy Model." In Edu World 7th International Conference. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.05.02.31.
Full textLatulipe, Celine, Sarah Provencal, and Tonya Frevert. "Challenging Social Exclusion in Computing via 'Theatre of the Oppressed' Pedagogy." In SIGCSE '20: The 51st ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3328778.3367008.
Full textAlca, Deniz. "SECURITY OF OPPRESSED AT MEN’S WAR." In 24th International Academic Conference, Barcelona. International Institute of Social and Economic Sciences, 2016. http://dx.doi.org/10.20472/iac.2016.024.003.
Full textMacchia, Teresa, Vincenzo D'Andrea, Roberto Mazzini, Angela Di Fiore, and Michela Cozza. "Exploring theater of the oppressed for participatory design." In PDC '16: The 14th Participatory Design Conference. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2948076.2948105.
Full textDahnoun, Naim. "Pedagogy for Engineering and Digital Pedagogy." In 2020 9th Mediterranean Conference on Embedded Computing (MECO). IEEE, 2020. http://dx.doi.org/10.1109/meco49872.2020.9134311.
Full textCazan, Carmen Manuela. "Equilibrium Pedagogy." In EduWorld 2018 - 8th International Conference. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.08.03.40.
Full textSanders, Kate, Jonas Boustedt, Anna Eckerdal, Robert McCartney, and Carol Zander. "Folk Pedagogy." In ICER '17: International Computing Education Research Conference. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3105726.3106192.
Full textGonzales, Laura, Rebecca Zantjer, and Howard Fooksman. "Portable pedagogy." In SIGDOC '15: The 33rd ACM International Conference on the Design of Communication. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2775441.2775490.
Full textWrightsman, Bruce, and Michael Everts. "Pedagogy of Practice." In AIA/ACSA Intersections Conference. ACSA Press, 2015. http://dx.doi.org/10.35483/acsa.aia.inter.15.21.
Full textClancy, Michael J., and Marcia C. Linn. "Patterns and pedagogy." In The proceedings of the thirtieth SIGCSE technical symposium. New York, New York, USA: ACM Press, 1999. http://dx.doi.org/10.1145/299649.299673.
Full textReports on the topic "Pedagogy of the oppressed"
Seeber, Kevin. The Failed pedagogy of punishment. ACRL Press, 2016. http://dx.doi.org/10.25261/ir00000048.
Full textJukes, Matthew C. H., Yasmin Sitabkhan, and Jovina J. Tibenda. Adapting Pedagogy to Cultural Context. RTI Press, September 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0070.2109.
Full textSweeney, Beth. Framing Transportation Planning Pedagogy for Sustainability Generalists. Portland State University Library, January 2014. http://dx.doi.org/10.15760/trec.49.
Full textAsadullin, R. M., and I. V. Sergienko. E-training is a specialized dictionary of "Pedagogy». OFERNIO, February 2020. http://dx.doi.org/10.12731/ofernio.2020.24483.
Full textR. M., Asadullin, and Sergienko I. V. E- training is a specialized dictionary of "Pedagogy». OFERNIO, March 2020. http://dx.doi.org/10.12731/ofernio.2020.24500.
Full textNeilson, Leighann, and Lindsay J. McShane. Closing the Loop: Community Engaged Pedagogy in Business Courses. Carleton University, April 2016. http://dx.doi.org/10.22215/cfice-2016-03.
Full textBando, Rosangela, Emma Näslund-Hadley, and Paul Gertler. Inquiry and Problem Based Pedagogy: Evidence from 10 Field Experiments. Inter-American Development Bank, October 2018. http://dx.doi.org/10.18235/0001491.
Full textLinkov, V. V., and I. A. Katashev. DIRECTIONS OF DEVELOPING PROFESSIONAL EDUCATION IN DEAF AND DUMB PEDAGOGY. Pedagogy and psychology of education, 2019. http://dx.doi.org/10.18411/0131-5226-2019-20111.
Full textGillett-Swan, Jenna, and Jonathan Sargeant. Voice Inclusive Practice: Engaging Children’s Perspectives in Wellbeing Pedagogy: Final Report. Queensland University of Technology, 2016. http://dx.doi.org/10.5204/rep.eprints.203734.
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