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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.
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CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICOO 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.
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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.
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da, 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.
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Abstract. This thesis is a comparative discourse analysis on the books Pedagogy of the Oppressed by Paulo Freire and the Jesus Christ liberator by Leonardo Boff. This thesis looks into the contextual circumstances of these two Brazilian authors to find out: (1) the common aspects in their discourse; (2) the common language used, and (3) their significance and relevant contributions — having in perspective the Latin American realities, as well as today’s mainstream discourses in the times of globalization.
This thesis explores the dialogic relationship between the pedagogy of the oppressed and liberation theology — education and theology respectively — and the way they deal with issues such as poverty, oppression, authoritarianism, and all kinds of practices that do not foster and enhance emancipation, liberation, equality and the democratic participation of human beings.
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Kokka, 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.
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Social Justice Mathematics, or SJM, is a mathematics-specific form of Social Justice Pedagogy (Frankenstein, 1983; Gutiérrez, 2002), that aims to teach mathematics content while developing conscientização (Freire, 1970), or sociopolitical consciousness (Gutstein, 2006). Research on SJM has generally focused on teachers’ implementation of SJM, finding that teachers struggle to meet the dual goals of teaching mathematics content while developing students’ sociopolitical consciousness (e.g. Bartell, 2013; Gregson, 2013). The literature that explores students’ experiences with SJM yields conflicting findings, where some studies indicate student resistance (Brantlinger, 2007, 2014; Frankenstein, 1990) and other studies indicate students feeling empowered by SJM (Gutstein, 2006; Yang, 2009). In addition, students’ reactions to Social Justice Pedagogy (of any subject area) appear to differ substantially depending on students’ level of privilege and/or marginalization (e.g. Camagnian, 2009; Seider, 2008; Swalwell, 2013). This comparative case study focuses on two sixth grade mathematics classrooms, one in an elite private school and the other in a Title I public school. The present study investigates how teachers’ and students’ backgrounds and their experiences with privilege and/or marginalization influence how they make sense of SJM, with consideration of the fluid and context-dependent nature of privilege and marginalization (Hulko, 2009). Findings indicate the two case study teachers’ SJM goals were influenced by their own lived experiences and by the populations they teach. Similarly, students’ takeaways of SJM differed by background, where students of privilege learned to empathize with others, gaining a more theoretical understanding of social justice as relevant to the lives of others. On the other hand, students of historically marginalized backgrounds responded to SJM activities with strong emotional reactions (e.g. anger, sadness) because the social issues explored in the activities were intimately related to their own lives. These results suggest different supports are appropriate for different students for SJM to be successful. For students of historically marginalized backgrounds, the teacher’s sociopolitical consciousness is fundamental to his or her ability to develop meaningful SJM activities relevant and sensitive to students’ backgrounds. For students of privileged backgrounds, SJM work is supported with a school-wide social justice focus.
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Santos, 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.
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A presente dissertação tem por base estabelecer reflexões acerca do trabalho desenvolvido nas práticas de teatro na sala de aula com alunos do Programa EJA - Educação de Jovens e Adultos da Escola Municipal Arthur Ostermann, no Município de São Leopoldo, na região do Vale dos Sinos, Estado do Rio Grande do Sul. Procuro estabelecer conexões dessas práticas com a Pedagogia do Oprimido de Paulo Freire e o conceito de Tempos Líquidos, de Zygmunt Bauman. As atividades foram realizadas através de jogos espontâneos e protagonizados, visando o desenvolvimento dos potenciais criativos dos alunos, e a reflexão sobre os potenciais destrutivos da sociedade. As práticas são divididas em duas ramificações: o Teatro Jornal, de Augusto Boal e o exercício de escrita dramática a partir da contextualização das tragédias gregas. Uma tem ligação com a outra, tendo em vista que a partir das improvisações teatrais surgiram necessidades de discutir os fatos vigentes. Estes fatos, a maioria publicados em jornais, foram considerados pelos alunos como tragédias, o que despertou em alguns a pesquisa a partir dos textos trágicos do teatro grego, que consistiu na leitura em específico das peças Édipo Rei e Antígona, de Sófocles, desencadeando assim uma contextualização de determinadas obras.This 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.
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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.
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The main objective of this essay is to find out and show as to whether the respective pedagogies of Paolo Freire and Gayatri Chakravorty Spivak are free from the authoritarian and oppressive tendencies they both expressively seek to oppose. More specifically, the investigation presented in this text is focused on the relation between theory and method in Freire’s Pedagogy of the Oppressed and Spivak’s “Righting Wrongs – 2002: Accessing Democracy among the Aboriginals.” The analysis of this relation, and these two texts, moreover, is informed by three interconnected research questions, asking (1) how Freire and Spivak prompt us to learn from the learner, (2) if Freire and Spivak manage to circumvent the danger of transference, of imposing the teacher’s agenda on the student, and (3) how the methodological leap (from theory to practice) of Freire and Spivak fit into their respective theorizing in a broader sense. As the inquiries above suggest, this essay pays close attention to the fact that Freire and Spivak both—albeit to different degrees—try to render their theories practicable, while still avoiding undemocratic methods that fail to take into account the voice and the reality of the student. By way of a close reading of some of Freire’s and Spivak’s central pedagogical concepts, a thorough scrutiny of the concrete methodological examples provided by the same scholars, and an analysis of Freire’s dialectical reasoning and Spivak’s Marxist/deconstructionist theorizing, this thesis aims to demonstrate that neither of these two theorists are completely successful in realizing their educational projects. In the case of Freire, this is primarily due to a methodological saving clause that ultimately functions so as to mute students whose voices are not resonant with that of the pedagogue, and in Spivak’s case, the failure finds its explanation mainly in the author’s deconstructionist tendency to resist the practice of offering concrete, overall solutions to complicated problems.
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Silva, 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.
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This thesis explored the application of Media Synchronicity Theory and its potential for translating Critical Pedagogy (specifically Boal's Theatre of the Oppressed) into a computer- supported collaborative work (CSCW) environment. It introduces the Maquina dos Oprimidos (Mados) prototype, a CSCW supplement to traditional asynchronous learning networks. Mados operates as a role-playing debate game, in which students debate a pre-selected prompt while performing assigned character roles. The study explores the prototype's potential to affect student's identification with their assigned character and personal attitude toward the prompt, as well as examining the effect of presence on students' performances. The study was performed with 38 8th grade students. Subjects debated a prompt which proposed a banning cell phones from classrooms. Results show that subjects collaboratively constructed solutions that compromised between both positions, while slightly favoring the anti- ban position. Results also show that subjects experienced gains in character identification after participating in the task regardless of assigned character, hinting at a separation between perceived similarity to characters and affinity for characters' position. The ability of subjects to defend their assigned character's position while inhabiting their own perspective, that of an 8th grade student, also hints at this separation. Additionally, results indicated correlations between subjects' control factors, a subset measure for presence, and total change in prompt agreement. Other positive correlation exist between subject's reprocessing attempts and task performance, as well as total presence and task performance.M.F.A.
Masters
Visual Arts and Design
Arts and Humanities
Emerging Media; Digital Media
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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.
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Thesis advisor: Theresa A. O'KeefeIn 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
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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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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.
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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.
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Cavati, Verônica da Silva Cunha. "Práticas docentes de educação artística para o desenvolvimento da participação e diálogo: um estudo com os/as educandos/as do Proeja no Instituto Federal do Espírito Santo." Pontifícia Universidade Católica de São Paulo, 2013. https://tede2.pucsp.br/handle/handle/9706.
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Previous issue date: 2013-05-14Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
This thesis investigated the contribution of theater games as educational practice in the National Programme for Integration of Professional Education with the Basic Education in Terms of Education for Youths and Adults (Proeja) at the Federal Institute of Education, Science and Technology of Espírito Santo (also called Espírito Santo Federal Institute - Ifes). The theoretical emplacements of the research were based on works of Paulo Freire and Augusto Boal. In that sense, the books Pedagogy of the oppressed (1968, Brazil), by Freire, and Theater of the oppressed and other poetic policies (1975, Brazil), by Boal, were special. As methodological procedure, we opted for a qualitative approach directed by the participant research, which prioritizes the subject in his relationship with the object and the different viewpoints of the participant women and participant men. The research was conducted with 25 students (educandas and educandos) from the Proeja. The activities were developed in the art room of the Ifes, through exercises and image games that are from the Theater of the Oppressed. The results showed that the theater games are an important way for participation and dialogue. It is a means of developing speech, of seizures exchange of life experienced by all the community. Between educandas and educandos it was observed the development of body expression, installation and expansion of dialogical relationship, perception of self and other and was clear the concern together to seek solutions to the problems experienced. The research adds knowledge to the field of study about the curriculum, in a critical perspective, presenting the possibility of building new teaching practices at the interface with practices of arts education
Esta tese investigou a contribuição de jogos teatrais como prática educativa no Programa Nacional de Integração da Educação Profissional com a Educação Básica na Modalidade de Educação de Jovens e Adultos (PROEJA) no Instituto Federal de Educação, Ciência e Tecnologia do Espírito Santo (também denominado Instituto Federal do Espírito Santo - Ifes). Os embasamentos teóricos da pesquisa fundamentaram-se em obras de Paulo Freire e Augusto Boal, sobretudo, Pedagogia do oprimido (1968) de Freire e Teatro do oprimido e outras poéticas políticas (1975) de Boal. Como procedimento metodológico, optou-se pela abordagem qualitativa direcionada pela pesquisa participante,que prioriza o sujeito em sua relação com o objeto e os diferentes pontos de vista dos participantes. A pesquisa foi realizada com 25 educandas e educandos do PROEJA. As atividades foram desenvolvidas na sala de artes do Ifes, por meio de exercícios e jogos de imagem que fazem parte do Teatro do Oprimido. Os resultados mostraram que os jogos teatrais são um caminho importante para a participação e o diálogo. Trata-se de um meio de desenvolvimento de expressão, de troca de apreensões da vida, vivenciado por todas e todos da comunidade. Entre os educandos e educandas constatou-se o desenvolvimento da expressão corporal, a instalação e ampliação da relação dialógica, a percepção de si e do outro e ficou nítida a preocupação de coletivamente buscarem soluções para os problemas vivenciados. Essa pesquisa acrescenta conhecimentos à área de estudos sobre o currículo, em uma perspectiva crítica, apresentando a possibilidade de construir novas práticas docentes, na interface com práticas da educação artística
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Gilliam-Smith, Rhonda. "FREEDOM ACTS: A HISTORICAL ANALYSIS OF THE STUDENT NON-VIOLENT COORDINATION COMMITTEE AND ITS RELATIONSHIP TO THEATRE OF THE OPPRESSED." Oxford, Ohio : Miami University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1218820340.
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Taylor, Stephen S. "The Case for Participatory Education." Cleveland State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=csu1268329623.
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Maritz, Gerrit Ulrich. "An appreciative inquiry approach to community theatre on HIV and AIDS education for young people." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/26490.
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This dissertation positions Community Theatre as an agency for development and education based on the educational principles of Freire and Boal’s Theatre for Development. The dissertation argues that Appreciative Inquiry can enrich the practice of Community Theatre by approaching HIV and AIDS education through an asset-based, participatory, inclusive, learner-centred approach. The dissertation further hypothesises that the infusion of the 4-D process of Appreciative Inquiry into Community Theatre processes aimed at HIV and AIDS education will enhance young people’s agency as active participants and agents of change in their communities beyond the didactic notions inherent in ABC education approaches to HIV prevention. This approach can encourage meaningful participation and critical consciousness amongst young people in the HIV prevention response.Dissertation (MA (Drama))--University of Pretoria, 2011.
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Mafra, Denise Henrique. "Avaliação do oprimido: olhares discentes sobre a verificação da aprendizagem." Universidade Nove de Julho, 2015. http://bibliotecatede.uninove.br/handle/tede/1607.
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Este proyecto de investigación para el máster se centra em la evaluación de los aprendizajes em la educación tomando como punto de vista de los sujetos, es decir, los estudiantes y alumnos de la educación básica en una escuela pública del Estado de São Paulo. Esa "perspectiva de hacer", e nun sentido invertir los enfoques clássicos tiene como objetivo analizar la evaluación desde la perspectiva de los alumnos. Tal inversión se basa en la teoría de Freire que disse la manera de los oprimidos ver al mundo revela elementos distintos de las visiones hegemónicas de manera que no sólo nos ayuda a descubrir otros puntos de vista, pero, en última instancia, contribuye a la superación de la vieja tesis y, em consecuencia, para el avance del conocimiento em las diferentes áreas. El marco metodológico propuesto em el estudio empírico y teórico, que había recurrido elaboración, además de la literatura que aborda este tema desde una perspectiva dialéctica, lãs investigaciones cualitativas y cuantitativas a escala Likert, para ver el análisis de tendências y la entrevista como método de investigación. Para el investigador, los alumnos (as) son la condición oprimida descrito por Paulo Freire de ocupar una posición aún portero mediante el proceso de aprendizaje. El universo de la investigación era una característica rurbana escuela y proporciona un análisis de las opiniones a partir de diferentes percepciones del mundo dentro de ella, es decir, los estudiantes (la) graduados de áreas rurales y urbanas de la misma ciudad. Es una reflexión sobre el aprendizaje de la evaluación bajo el sesgo de los (las) alumnos (as).
This research Project focuses educational learning evaluation, from the perspective of evaluated people, as to say, basic public schools students of São Paulo state. This perspective inverts classic studies and analyses evaluation from the learners view. That inversion has as its basis the freirian thesis that says the oppressed looking can reveal elementsdifferent from those of hegemonic vision, revealing other perspectives and contributing for the overleaping of old thesis and, for that, helping the developing of knowledge in many fields. The methodological purpose is structured in an empirical-theoretical study, and beyond inspiring itself in the literature that studies the theme from a dialectical perspective, inspires itself in quantitative-qualitative researche to Likert Scale, for analyzing opinion tendency, and the circle of culture as a method of deep investigation. For the researcher, the students (as) are the oppressed condition described by Paulo Freire to occupy an even keeper position in the learning process. The universe of research was a school rurbana feature and provided an analysis of the opinions starting from different perceptions of the world within it, namely students (the) graduates from rural and urban areas of the same city. It is a reflection on learning evaluation under the bias of (the) students (as).
Este projeto de pesquisa para o mestrado focaliza a avaliação da aprendizagem na educação, tomando como perspectiva os sujeitos avaliados, quais sejam, alunos e alunas de educação básica de escolas públicas do Estado de São Paulo. Esta “tomada de perspectiva”, de certa maneira invertendo as abordagens clássicas, propõe analisar a avaliação a partir da ótica dos educandos. Tal inversão fundamenta-se na tese freiriana de que o olhar do oprimido pode nos revelar elementos distintos das visões hegemônicas, de forma que, não apenas nos ajuda a desvelar outras perspectivas, mas, no limite, contribui para a superação das antigas teses e, por consequência, para o avanço do conhecimento nas distintas áreas. A proposta metodológica estrutura-se em estudo empírico-teórico, recorrendo-se, além da literatura que aborda esta temática numa perspectiva dialética, às investigações quantitativa e qualitativa a Escala Likert, para análise de tendência de opinião, e entrevistas, como método de investigação em profundidade. Alunos e alunas das séries finais do Ensino Fundamental e do Ensino Médio de uma escola pública do Estado de São Paulo comporão o universo desta pesquisa.
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Mickelsson, Sofia, Johanna Sjöberg, and Sofia Rading. "Att bygga broar mellan samhällets olika kulturer : En studie om inkludering av nyanlända barn och ungdomar genom idrott." Thesis, Högskolan i Halmstad, Akademin för hälsa och välfärd, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-34753.
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Det finns en stor ojämlikhet mellan olika grupper i samhällets i Sverige idag, vilket är ettsocialt problem. Denna studie har fokuserat på en idrottsförening i Västsverige som aktivtarbetar med social inkludering i sin verksamhet för att minska denna ojämlikhet. Syftet medstudien var att ur ett ledarperspektiv belysa vilka faktorer som är avgörande för att kunnaskapa inkludering av nyanlända barn och ungdomar i en idrottsförenings verksamheter iVästsverige. För att tolka resultatet har en teoretisk referensram bestående av socialinkludering, social rättvisa, empowerment och frigörande pedagogik använts i studien.Studien har en tolkande kvalitativ innehållsanalys ansats då det empiriska materialet hargrundats på intervjuer. Den empiri som använts i studien var redan insamlad av forskare frånHögskolan Väst, Göteborgs universitet och Högskolan i Halmstad och fanns tillgänglig somelektroniskt inspelningsmaterial. Materialet bestod av en djupintervju medverksamhetsledaren för idrottsföreningens olika projekt samt två gruppintervjuer med tvåkvinnliga respektive två manliga ledare. Tolkningarna av resultatet ledde till tolv kategoriersom därefter delades in i tre teman. Det första temat inkluderande värdegrund består avkategorierna goda relationer, förtrogenhet med det svenska språket, kunskap om normer,gemenskap, respekt och disciplinering och jämlikhet. Det andra temat, ledarkompetens ochbehovsanpassning består av kategorierna “rätt” personal, engagemang och ansvar,gränsdragningar samt behovsanpassade aktiviteter. Det tredje temat, goda yttre villkor, bestårav kategorierna goda ekonomiska förutsättningar samt fler och bättre resurser. För attförbättra inkluderingsarbetet krävs att de olika faktorerna främjas. Det bör också läggas merfokus på att involvera föräldrarna mer i föreningen, i syfte att skapa en bättre balans mellanledarnas arbetsliv och fritid. De tre teman som tolkades fram från resultatet krävs för attuppnå en social inkludering. För framtida forskning kan det vara intressant att studera andraperspektiv av inkluderingsarbetet, t.ex. ungdomarnas, deras föräldrar och samhällets olikaverksamheter som kommuner, skolor och polis.There is inequality between different groups in society in Sweden nowadays, which is a socialproblem. This study has been focusing on a sport association in the western part of Sweden,which is actively working with social inclusion with the aim to minimize this inequality. Thepurpose of this study was to illuminate which factors, from a leadership perspective, arecrucial for the creation of inclusion in their work with youth immigrants in a sport associationin western part of Sweden. The theories of social inclusion, social justice, empowerment andpedagogy of the oppressed has been used in order to interpret the results. The study has aninterpretative qualitative content analysis approach since the material was based oninterviews. The empirics used in the study was already collected by researchers fromUniversity West, the University of Gothenburg, and Halmstad University and was available asan electronic recorded material. The material consisted of an in-depth interview with the mainleader of the sport association and two group interviews with two females as well as two maleleaders. The interpretations of the result led to twelve categories that was divided into threethemes. The first theme, inclusive values, consists of the categories good relationships,familiarity with the Swedish language, knowledge of norms, community, respect anddiscipline and equality. The second theme, leadership skills and needs adjustment, consist ofthe categories "right" staff, commitment and responsibility, boundaries and needs-adaptedactivities. The third theme, good external conditions, consists of the categories goodeconomic conditions and more and better resources. To improve the social inclusion withinthe organization is it necessary to support and develop these factors. There should also bemore focus on involving parents in the association, to create a better balance between theleaders work life and their private life. The three themes interpreted from the result arerequired to achieve social inclusion.When it comes to future research it might be interesting to study other perspective of thesocial inclusion as well as. For example, the perspective of the youths, their parents anddifferent organizations of the society, such as local authorities, schools and police.
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Lima, Jos? Gllauco Smith Avelino de. "Paulo Freire e a pedagogia do oprimido: afinidades p?s-coloniais." Universidade Federal do Rio Grande do Norte, 2011. http://repositorio.ufrn.br:8080/jspui/handle/123456789/13633.
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Previous issue date: 2011-06-17Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior
The main objective of the present research is to reflect on the affinities between post-colonial theories - analytical perspectives directed toward the discussion of colonialism and its effects on the contemporary social fabric - and Brazilian educator, Paulo Freire‟s (1921-1997) Pedagogy of the Oppressed, written at the end of the 1960‟s. The study aims to make the argument that the present reflections on the featured work is an example of a post-colonial theoretical framework, delineating a critical modus operandi of colonialism, particularly in its cultural and epistemic dimensions, delineating a problematization of the processes of cognitive domination set, above all, by the European colonization of the Latin American continent, with the formation of the modern-world-system (WALLERSTEIN, 2007), dated from the 16TH Century forward. From this stand point, and especially supported by the contributions of Boaventura de Sousa Santos on the sociology of absence, the present work accentuates Pedagogy of the Oppressed as a set of reflections that bring the possibility of a pedagogy of absence (SANTOS, 1996), having in mind that, this book deals with, the presuppositions of an educational action, which considers the plurality of knowledge and social practices by way of the establishment of a pedagogical practice of collective construction, emancipator and dialogic that arises from the encounter to the indolent reason (SANTOS, 2009) in which the silencing of the voices of the oppressed, construct their conditions of invisibility, promoting also the absence of the social questions inherent to the processes of teaching and learning. It is with this perspective, however, that post colonialism is considered a theoretical site for the affirmation and the reinvention of the Pedagogy of the Oppressed, an obligatory reference in the construction of a prudent knowledge for a decent life (SANTOS, 2006)
A disserta??o em pauta possui como objetivo principal a reflex?o acerca das afinidades entre as teorias p?s-coloniais - perspectivas anal?ticas voltadas para a discuss?o em torno do colonialismo e de seus efeitos na tecitura social contempor?nea - e a Pedagogia do Oprimido - livro escrito pelo educador brasileiro Paulo Freire (1921-1997) durante os anos finais da d?cada de 1960. Argumentamos que as reflex?es presentes na obra em destaque, a exemplo do arcabou?o te?rico p?s-colonial, delineiam uma cr?tica ao modus operandi do colonialismo, particularmente em sua dimens?o cultural e epist?mica, delineando uma problematiza??o sobre os processos de domina??o cognitiva instaurados, sobretudo, a partir da coloniza??o europeia no continente latino-americano, quando da forma??o do sistema-mundo-moderno (WALLERSTEIN, 2007), datada do S?culo XVI em diante. Partindo-se deste princ?pio, e amparado especialmente nas contribui??es de Boaventura de Sousa Santos sobre a sociologia das aus?ncias, o presente estudo acentua a Pedagogia do Oprimido como um conjunto de reflex?es que trazem a possibilidade de uma pedagogia das aus?ncias (SANTOS, 1996), tendo em vista que, neste livro, evidenciam-se os pressupostos de uma a??o educacional que considera a pluralidade de saberes e de pr?ticas sociais por meio do estabelecimento de uma pr?tica pedag?gica de constru??o coletiva, emancipat?ria e dialogal que vai de encontro ? raz?o indolente (SANTOS, 2009). Esta raz?o, ao silenciar as vozes dos oprimidos, constr?i suas condi??es de invisibilidade, promovendo tamb?m a aus?ncia de quest?es sociais inerentes aos processos de ensino e de aprendizagem. ? no interior desta perspectiva, portanto, que se considera o p?s-colonialismo como um lugar te?rico para a afirma??o e a reinven??o da Pedagogia do Oprimido, referencial imprescind?vel ? constru??o de um conhecimento prudente para uma vida decente (SANTOS, 2006)
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Smith, Spencer J. "To Build Maps of Writing and Critical Consciousness: Transfer in Writing Studies & Critical Pedagogies." Ohio University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1490294362562497.
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Lauriti, Nádia Conceição. "Pedagogia da dialogicidade: ressonâncias genéticas, intertextuais e discursivas em Pedagogia do Oprimido (o manuscrito)." Universidade Nove de Julho, 2018. http://bibliotecatede.uninove.br/handle/tede/1741.
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In this thesis, the principle of dialogicity, as a vector of Freirian thought, is examined in the facsimile publication of the manuscript of "Pedagogy of the Oppressed", author's work, whose analysis, for its implicit canonicity of document value can contribute to the understanding of the genesis of his theory. This principle is discussed in this context, with the following objectives: a) to contribute to the explanation of potential meanings that can be enriched by the confrontation of the cross temporalities present in the work; b) demonstrate the three-dimensional nature of Freirian dialogue as the basis of its ontological, epistemic and methodological propositions; c) identify the marks of the manuscript as essay writing and the "process documents" of a literary work Marco Lucchesi as an inventive writing; and d) demonstrate, in the manuscript, the intersection of two discursive worlds - the educational and the political - from which emerges the double freirian ethos. It is a qualitative research of theoretical-analytical nature based on contributions derived primarily from discourse analysis and genetic criticism. In this seminal text, we find intratextual, intertextual and paratextual clues that reveal the protagonism of the operative principle of dialogicity in three complementary dimensions that serve as analytical perspectives, namely: the way of saying ("modus dicendi") revealing the substitutionary , exchange, addition, and elimination covered by the erasures that give visibility to the internal dialogic relations through which the "scriptor" discusses with his writing; the way of showing ("modus mostrandi") exposed by the intertextual apparatus and the paratextual constituents that compose the work, portraying the memory of the text, enriching its potential hidden meanings by the folds of time and changing the sensitive conditions of its reception to the reader of the XXI century; and the way of acting in the discourse ("modus faciendi") on which Freire's dual political-pedagogical ethos is based, establishing him as a pioneer of educommunication in Brazil. In the manuscript the matrix embryo of what could be denominated "Pedagogy of the educational dialogue", wielded with the oppressed and not for the oppressed, was verified in the manuscript. Thus, in this investigation, the hypothesis was confirmed that the freiriana dialogic inscribed in the manuscript is a multidimensional operative principle that crosses every conceptual field of the work, revealing itself as a singular gesture that goes beyond the linguistic field to install itself in the discursive dimension and pragmatic approach to language. It is a regulating principle that models his saying, his show and his action in the discourse and in the world, underpinning the other categories. This principle implied a broad and comprehensive view of the human being and did not focus only on the dialogue- denunciation of the situation of the oppressed, but mainly the announcement of possible ways of reversing this circumstance. This research also revealed the principle of Freirean dialogue as a significant indicator of his creative gesture, of the moving thinking of a Freire "writer", that is, of someone who lived and experimented dialogically with the concepts created based on his praxis.
En esta tesis, se examina el principio de la dialogicidad, como vector del pensamiento freiriano, presente en la publicación facsilada del manuscrito de "Pedagogía del Oprimido", obra "princeps" del autor, cuyo análisis, por su canonicidad implícita de documento de valor histórico, puede contribuir a la comprensión de la génesis de su teoría. Se discute tal principio, en ese contexto, con los siguientes objetivos: a) contribuir a explicitar potenciales sentidos que puedan ser enriquecidos por la confrontación de las temporalidades cruzadas presentes en la obra; b) demostrar la naturaleza tridimensional de la dialogicidad freiriana como base de sus proposiciones ontológicas, epistémicas y metodológicas; c) identificar las marcas del manuscrito como escritura ensayística y los "documentos de proceso" de una obra literaria de Marco Lucchesi como escritura inventiva; y d) demostrar, en el manuscrito, la intersección de dos mundos discursivos -el educativo y el político- de donde emerge el doble ethos freiriano. Se trata de una investigación cualitativa de naturaleza teórico-analítica fundamentada en aportes oriundos prioritariamente del análisis del discurso y de la crítica genética. En este texto se indican indicios intratextuales, intertextuales y paratextuales que revelan el protagonismo del principio operatorio de la dialogicidad en tres dimensiones complementarias que nos sirven de perspectivas analíticas, a saber: el modo de decir ("modus dicendi") revelador de los movimientos escriturales de sustitución , permuta, acrecimiento y eliminación encubiertos por las rasuras que dan visibilidad a las relaciones dialógicas internas por medio de las cuales el "scriptor" discute con su escritura; el modo de mostrar ("modus mostrandi") expuesto por el aparato intertextual y los constituyentes paratextuales que componen la obra, retratando la memoria del texto, enriqueciendo sus potenciales sentidos ocultos por los pliegos del tiempo y alterando las condiciones sensibles de su recepción para el lector del, siglo XXI; y el modo de actuar / ser en el discurso ("modus faciendi") sobre el cual se asienta el doble ethos político-pedagógico de Freire, instalándolo como pionero de la educomunicación en Brasil. Se verificó en el manuscrito el embrión matricial de lo que se podría denominar "Pedagogía del diálogo educomunicativo", urdida con el oprimido y no para el oprimido. Así, en esta investigación, se corroboró la hipótesis de que la dialogicidad freiriana inscrita en el manuscrito es un principio operatorio multidimensional que atraviesa todo campo conceptual de la obra, revelándose como gesto singular que sobrepasa el campo lingüístico para instalarse en la dimensión discursiva y pragmática del lenguaje. Se trata de un principio regulador que modela su decir, su mostrar y su actuar / ser en el discurso y en el mundo, basándose en las demás categorías. Este principio implicó una mirada amplia y comprensiva del ser humano y no tuvo como foco sólo el diálogo-denuncia de la situación del oprimido, sino principalmente el anuncio de las posibles formas de revertir tal circunstancia. Esta investigación reveló, también, el principio de la dialogicidad freiriana como significativo indicador de su gesto creador, del pensamiento en movimiento de un Paulo Freire "escriba", vale decir, de alguien que vivió y experimentó dialogalmente los conceptos creados apoyados en su praxis.
Nesta tese, examina-se o princípio da dialogicidade, enquanto vetor do pensamento freiriano, presente na publicação fac-similada do manuscrito de “Pedagogia do Oprimido”, obra “princeps” do autor, cuja análise, por sua canonicidade implícita de documento de valor histórico, poderá contribuir para a compreensão da gênese de sua teoria. Discute-se tal princípio, nesse contexto, com os seguintes objetivos: a) contribuir para explicitar potenciais sentidos que possam ser enriquecidos pelo confronto das temporalidades cruzadas presentes na obra; b) demonstrar a natureza tridimensional da dialogicidade freiriana como base de suas proposições ontológicas, epistêmicas e metodológicas; c) identificar as marcas do manuscrito enquanto escritura ensaística e os “documentos de processo” de uma obra literária de Marco Lucchesi enquanto escrita inventiva; e d) demonstrar, no manuscrito, a intersecção de dois mundos discursivos – o educativo e o político – de onde emerge o duplo ethos freiriano. Trata-se de uma pesquisa qualitativa de natureza teórico-analítica fundamentada em aportes oriundos prioritariamente da análise do discurso e da crítica genética. Estão presentes nesse texto seminal indícios intratextuais, intertextuais e paratextuais que revelam o protagonismo do princípio operatório da dialogicidade em três dimensões complementares que nos servem de perspectivas analíticas, a saber: o modo de dizer (“modus dicendi”) revelador dos movimentos escriturais de substituição, permuta, acréscimo e eliminação encobertos pelas rasuras que dão visibilidade às relações dialógicas internas por meio dos quais o “scriptor” discute com a sua escritura; o modo de mostrar (“modus mostrandi”) exposto pelo aparato intertextual e os constituintes paratextuais que compõem a obra, retratando a memória do texto, enriquecendo seus potenciais sentidos ocultos pelas dobras do tempo e alterando as condições sensíveis da sua recepção para o leitor do século XXI; e o modo de agir/ser no discurso (“modus faciendi”) sobre o qual se assenta o duplo ethos político-pedagógico de Freire, instalando-o como pioneiro da educomunicação no Brasil. Verificou-se no manuscrito o embrião matricial do que se poderia denominar “Pedagogia do diálogo educomunicativo”, urdida com o oprimido e não para o oprimido. Assim, nesta investigação, corroborou-se a hipótese de que a dialogicidade freiriana inscrita no manuscrito é um princípio operatório multidimensional que perpassa todo campo conceitual da obra, revelando-se como gesto singular que ultrapassa o campo linguístico para instalar-se na dimensão discursiva e pragmática da linguagem. Trata-se de um princípio regulador que modela o seu dizer, o seu mostrar e o seu agir/ser no discurso e no mundo, alicerçando as demais categorias. Esse princípio implicou um olhar amplo e compreensivo do ser humano e não teve como foco apenas o diálogo-denúncia da situação do oprimido, mas principalmente o anúncio das possíveis formas de reverter tal circunstância. Esta investigação revelou, também, o princípio da dialogicidade freiriana como significativo indicador do seu gesto criador, do pensamento em movimento de um Paulo Freire “escrevivente”, vale dizer, de alguém que viveu e experimentou dialogicamente os conceitos criados apoiados em sua práxis.
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Canda, Cilene Nascimento. "Todo mundo pode fazer teatro: o teatro do oprimido e a formação político-estética de trabalhadores da indústria." Escola de Teatro, 2013. http://repositorio.ufba.br/ri/handle/ri/27317.
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A pesquisa, de caráter qualitativo, visa a analisar o processo de formação estética e política de trabalhadores da indústria pelo viés do Teatro do Oprimido. Para tanto, foram estudadas as características do contexto social contemporâneo, ressaltando o campo do trabalho e da estética contemporânea, com vistas a delimitar a importância do Teatro do Oprimido para a formação de trabalhadores na atual conjuntura social. A coleta de dados foi norteada pela abordagem qualitativa de pesquisa, tendo como método a pesquisa-ação. Nos procedimentos metodológicos, o jogo foi identificado como principal estratégia de formação estética e política, sendo ressaltado em diversas pesquisas no âmbito da Pedagogia do Teatro e do Teatro do Oprimido. O trabalho apresenta as etapas do processo formativo do Grupo Embasart, composto por trabalhadores da Empresa Baiana de Águas e Saneamento, ressaltando desde a aplicação de jogos e exercícios, os desafios de inserção do Teatro do Oprimido em uma indústria, o processo de encenação de Teatro-fórum, até a análise das intervenções produzidas pelos espect-atores do espetáculo Cresça e Apareça. Os dados empíricos foram analisados à luz da mediação do processo formativo de trabalhadores, dos depoimentos coletados sobre a experiência e da observação das intervenções dos espect-atores em um espetáculo de Teatro-fórum, procurando compreender o lugar do sujeito como cocriador da experiência teatral. A descrição detalhada dos dados obtidos e os resultados da pesquisa ampliam a compreensão de uma Pedagogia do Teatro do Oprimido como experiência complexa, pelo seu caráter estético, político e educativo. No texto, a técnica do Teatro-fórum é analisada em uma perspectiva de formação de atores e de espect-atores, de cunho crítico e improvisacional, destacando-se a mediação do curinga, visto como educador que provoca reflexões e estimula a participação ativa da platéia, como ensaio para novas ações cotidianas. A pesquisa revelou a influência da prática do Teatro do Oprimido para a ampliação do olhar estético, para a aprendizagem improvisacional e para um maior empoderamento do trabalhador em seu contexto do trabalho. Em virtude dos parcos estudos sobre Teatro do Oprimido, no âmbito da Pedagogia do Teatro, o trabalho aponta novas direções de pesquisa, especialmente a estimulação sensorial do corpo e da voz dos participantes de um processo de formação estético-político.
The research, qualitative, aims to analyze the aesthetic and politic training process of industrial workers by the Theater of Oppressed. For both, the characteristics of the contemporary social context were studied, highlighting the work and contemporary aesthetic field, with a view to delimit the Theater of Oppressed importancefor the workers training in the current social conjuncture. The data collect was guided by the research qualitative approach, having the research-action like a method. In the methodological procedures, the game was identified like the main strategy of aesthetic and politictraining, been highlighted in several researches in the Pedagogy of Theater and Theater of Oppressedscope. The work presents the steps of the GrupoEmbasart‟straining process, compounded by EmpresaBaiana de Águas e Saneamento‟sworkers, highlighting since the application of games and exercises, the challenges of Theater of Oppressed insertion in an industry, the process of theater-forum staging, to the analyze the interventions produced by spect-actors of the spectacle Cresça e Apareça. The empiric data were analyzed by the mediation of the workers training process, by testimonials collected about the experience and by the observation of the espect-actors interventions in a theater-forum spectacle, searching to understand the site of subject like theatrical experienceco-creator. The detailed description of the obtained data and the research results expand the comprehension of a Theater of Oppressed Pedagogy like a complex experience, by its aesthetic, politic and educational character. In the text, the theater-forum technique is analyzed in an actor and espect-actorstraining perspective, by critical and improvisational essence, highlighting the wildcard mediation, seemed like the educator that provokes reflections and stimulates the audience active participation, like a test to new everyday actions. The research demonstrates that the Theater of Oppressed practices influence to aesthetic viewexpansion, to the improvisational learning and to a more worker empowerment in his work context. Because the scant studies about Theater of Oppressed, in the Pedagogy of Theater scope, the work appoint to new researches directions, especiallythe participants‟ body and voice sensorial stimulation of the aesthetic-politics training process.
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Chinkondenji, Pempho D. "Gender Inequalities, International Organizations, and the Development of Human Rights Education in Malawi." Bowling Green State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1493643333444866.
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Fernández-Aballí, Altamirano Ana. "Comunicación y epistemología freireana: micro-mundos posibles en docencia, cooperación, activismo y medios." Doctoral thesis, Universitat Pompeu Fabra, 2016. http://hdl.handle.net/10803/392146.
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Mediante un compendio de cuatro artículos abordamos de manera crítica e interrelacionada la comunicación participativa para el desarrollo, la comunicación para el cambio social, la pedagogía crítica, la publicidad y las relaciones públicas, el campo de las ONGs y el tercer sector social, el Teatro del Oprimido, la utilización del video y el análisis crítico del discurso. A partir de la toma de conciencia sobre las estructuras culturales, dialógicas y de poder, se desarrollan cuatro modelos comunicativos para la praxis en base a la epistemología freireana: a) la comunicación participativa glocal; b) la pedagogía crítica para el currículo basado en competencias; c) la configuración curricular para asignaturas del Grado de Publicidad y Relaciones Públicas; y d) el análisis crítico del discurso basado en la concientización. Todo ello deriva en una síntesis de la epistemología freireana planteada como la base de la socio-praxis.Mitjançant un compendi de quatre articles abordem de manera crítica i interrelacionada la comunicació participativa per al desenvolupament, la comunicació per al canvi social, la pedagogia crítica, la publicitat i les relacions públiques, el camp de les ONGs i el tercer sector social, el Teatre de l'Oprimit, la utilització del vídeo i l'anàlisi crítica del discurs. A partir de la presa de consciència sobre les estructures culturals, dialògiques i de poder, es desenvolupen quatre models comunicatius per a la praxi sobre la base de l'epistemologia freireana: a) la comunicació participativa glocal; b) la pedagogia crítica per al currículum basat en competències; c) la configuració curricular per a assignatures del Grau de Publicitat i Relacions Públiques; i d) l'anàlisi crítica del discurs basat en la conscientització. Tot això deriva en una síntesi de l'epistemologia freireana plantejada com la base de la soci-praxi.
This compendium of four articles approaches in a critical and interrelated manner the fields of participatory development communication, communication for social change, critical pedagogy, advertising and public relations, NGOs and the social third sector, Theatre of the Oppressed, the use of audiovisuals and critical discourse analysis. Taking as point of departure the awareness about cultural, dialogic and power structure, the thesis proposes four communicative models based on Freirean epistemology: a) a model for the creation of participatory glocal communication projects; b) a model for the application of Freirean critical pedagogy in the context of the competence-based curricula in the EHEA; c) a model for the development of socially-oriented courses within the Advertising and Public Relations Degree; and d) a methodological model for the undertaking of awareness-based critical discourse analysis. These proposals result in a synthesis of Freirean epistemology framed as the basis for socio-praxis.
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Sukhraj, Jacinta. "Why do the oppressed become the oppressors?" Theological Research Exchange Network (TREN), 1991. http://www.tren.com.
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Hauman, Amanda. "Rebonding Anomic Communities with Theatre of the Oppressed." VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/2379.
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This thesis explores whether Augusto Boal’s Theatre of the Oppressed (TO) can help anomic communities, affected by deindustrialization and globalization, in the U.S. Midwest, specifically looking at Saginaw, MI. After presenting a paper at the American Symposium for Theatre Research (ASTR) conference in 2009, the author attended a Theatre of the Oppressed facilitator training in Port Townsend, WA under the direction of Marc Weinblatt. She then conducted her own Theatre of the Oppressed workshop in Saginaw, MI to analyze the abilities of Theatre of the Oppressed in an anomic community. Each experience is detailed and followed by the author’s conclusions and hopes for Theatre of the Oppressed in the Midwest.
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DAVID, FERNANDO TADEU. "HUMAN RIGHTS: AN ANALYSIS FROM THE SPEECH OFTHE OPPRESSED." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2008. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=12939@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROO Brasil possui uma vasta legislação que trata de direitos fundamentais, principalmente a partir da promulgação da Constituição Federal, em outubro de 1988. A Lei Maior, depois de um longo período de exceção, garantiu uma gama enorme de direitos individuais e coletivos, e isto foi da mais valiosa importância, pois possibilitou direitos e não favores. Mas esta normatização não alcança a efetividade que se espera de uma legislação. Existe um vazio, um profundo abismo entre esta normatização, fruto das lutas históricas e constantes da sociedade civil organizada e a sua efetividade. Tento pensar e apontar caminhos que podem ser as causas deste distanciamento, deste vazio que existe entre normatização e efetivação. Da mesma forma que Direitos Humanos são uma construção humana, assim esta conquista de sua efetivação também vai ser fruto de uma construção, forjada nas lutas do povo organizado e sedento de garantia de seus direitos.
Brazil has a vast legislation that treats fundamental rights, principally from the promulgation of the Federal Constitution, in October 1988. After a long period of exception, the Constitution guaranteed a large number of individual and collective rights, and this fact was of great importance, because it allowed of rights and not favors. But these rules do not reach the effectiveness expected of a law. There is a vacuum, a deep abyss between these rules, the result of historical and constant struggles of the organized civil society, and their effectiveness. I try to think about and to point to the possible causes of this distance, of this emptiness that exists between the rules and their effectiveness. In the same way that human rights are a human construction, the achievement of their effectiveness will also be the result of a construction, forged in the struggles of the organized people in search of the guarantee of their rights.
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Enno, Angela Marie. "The Intersection of Multiple Oppressed Identities Implications For Identity Development." DigitalCommons@USU, 2012. https://digitalcommons.usu.edu/etd/1231.
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Multicultural theorists argue that foundational theories of identity development fail to capture the experiences of ethnic and sexual minorities. Likewise, models of ethnic and sexual identity, separately, may not capture experiences of lesbian, gay, bisexual, transgender, queer, or questioning (LGBTQ) ethnic minorities. Intersectional models have been proposed that consider the interaction of identity statuses in their real-world context. However, more empirical support for such models is needed. This study represents a preliminary investigation into patterns of identification, values, attitudes, behaviors, and sense of belonging of these LGBTQ ethnic minorities. The patterns that emerged were varied and complex. Demographic questions were structured in a way that allowed participants to describe with complexity their identities, and the intersections among them. Four distinct groups were identified using Q-sort methodology. Both commonalities and important group differences emerged.
27
Haugbak, Sara, and Jenny Thomsen. "Towards Equality : - Oppressed Non-White Women in Cape Town, South Africa." Thesis, Växjö University, School of Social Sciences, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-991.
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ABSTRACT
Authors: Sara Haugbak & Jenny Thomsen
Title: Towards Equality – Oppressed Non-White Women in Cape Town, South Africa
Subject: Sociology
Level: Undergraduate thesis, D-level, 10 p.
Department: School of Social Science
Tutor: Svante Lundberg
Supervisor: Anders Nilsson
Prior to the first democratic election in 1994, South Africa experienced the racist and sexist legislation of apartheid. The democratisation was surrounded by violent struggles amongst the non-white population and the issue regarding gender had to step aside in favour of the struggle against racial discrimination.
This study focuses on how the lives of the underprivileged non-white women in Cape Town are affected by the post-apartheid changes. This area will be divided in to four more specific topics: civil society, human rights, collaboration between civil society and the Government and power structures that affect the development and lives of the women.
Our methodology is based on interviews with women with insight in the problem area, participant observation, and secondary material constituted by legal sources, reports and statistics.
The main findings can be summarised with mentioning that the deprivation are based upon five different dimensions: poverty, isolation, physical weakness, vulnerability and powerlessness. They are all closely linked to violations of human rights, and in order to create a complete picture power is of great significance. There are three different views on power, all of which are surrounded by a complexity of problems. This can be wrapped up in the statement that the society as a whole is permeated by underlying power structures that makes the non-white women of South Africa doubly exposed.
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Stephens, Angharad Closs. "Oppressed by our utopias: the politics of communities, origins and temporality." Thesis, Keele University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.489684.
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This is a study of the continuing capacity of a 'community in unity' to shape discussions of future f i,jII ! .. political possibilities despite the prevalence of claims about multiculturalism, network societies and global communities. It asks: How does the idea of a community in unity persistcntly dominate attempts to imagine what community might be? And what can we do to disrupt this reification of a community in unity and open up different possibilities? The central claim is that the commanding authority of a community in unity shapes even the most robust attempts to resist it. The argument begins with a study of the ways in which Benedict Anderson, Emest Gellner and others are complicit in presuming the necessity of a community in unity. The thesis then proceeds to explore some of the general forms through which accounts of a community in unity have been articulated in key texts by Max Weber and Jean-Jacques Rousseau. It focuses specifically on assumptions about temporality that are expressed in these fOlms which lead in tum to a study of the politics of origins. The analysis considers how these forms constrain attempts to think differently about our political futures and how these constraints might be disrupted. The thesis then identifies the approach of 'perfom1ativity', as developed by Judith Butler. and Homi • Bhabha, as a resource for developing different political imaginarie~. This leads me to a study of urban . writings, by Walter Benjamin in particular, and to offer a comparative analysis of the possibilities for disruption presented by the city. It concludes with a case study of political response to the bombings in London on 7th July 2005 and, using this as an example of a broader problem, finds that the idea of a community in unity has the capacity to prevail over ~ltemative possibilities identified in the urban context. Keywords: 'community; unity; temporality; origins; nations; cities; subjectivity; performativity; ontology.
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Mendez, Therese M. "Horizontal Violence in the Nursing Work Environment: Beyond Oppressed Group Behavior." ScholarWorks@UNO, 2011. http://scholarworks.uno.edu/td/1377.
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The United States has been experiencing a nursing shortage since the mid-1990s. The shortage is expected to deepen as the provisions of the 2010 Patient Protection and Affordable Care Act are enacted. Horizontal violence is a negative phenomenon in the nursing workplace that contributes to difficulty in recruiting and retaining nurses in hospitals. Horizontal violence has been described as a form of mistreatment, spoken or unspoken, that is threatening, humiliating, disrespectful or accusatory towards a peer. The effects of this nurse on nurse aggression can be devastating for the nurse involved and also for the patients under the nurse's care.
Nursing and social science literature have advanced oppressed‐group behaviors as a motivating factor driving this phenomenon in nursing. Workplace stress has also been implicated in these negative behaviors. This study used a grounded theory approach to examine how nurses explain, through semi‐structured and open ended interviews, the phenomenon of horizontal violence in the nursing workplace. The primary outcome of this study was a small scale theory focused specifically on horizontal violence in the nursing work environment. The theory that emerged from this analysis was that horizontal violence can be influenced by other environmental factors beyond oppression theory. The results from the data indicated that these behaviors, described as horizontal violence, may be employed as a method of manipulating the care environment in an effort to enhance patient outcomes while maintaining group or individual perception of security through a sense of environmental control.
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Frasca, Gonzalo. "Videogames of the oppressed : videogames as a means for critical thinking and debate." Thesis, Georgia Institute of Technology, 2001. http://hdl.handle.net/1853/17657.
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Augustine, Brady Joel. "Out of the ashes the Hmong people as a paradigm of the oppressed /." Theological Research Exchange Network (TREN), 2002. http://www.tren.com.
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Poulsen, Jonas. "Poor, Oppressed and Angry; Rich, Free and Ignorant : Applying Political Economy on Hirschman's Voice." Thesis, Uppsala universitet, Nationalekonomiska institutionen, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-145317.
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Societies will always fail to live up to the expectations of citizens one way or another, independent of their economic and political standards. Albert Hirschman proposed that citizens then have the option of expressing their voice for social change. This paper sets up a rational choice model of voice to empirically test whether higher levels of political and economic grievance make it more likely for citizens of a country to have a collective voice. The main result from the probit regression is that an increase in the level of democracy has a negative effect on the probability of voice, all else being equal.
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Godoy, Navarro Zaida DeGuzmán María. "Transnationalism and performance Mexican Astrid Hadad, Chicana Mónica Palacios, and strategies of the oppressed /." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2006. http://dc.lib.unc.edu/u?/etd,137.
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Thesis (M.A.)--University of North Carolina at Chapel Hill, 2006.Title from electronic title page (viewed Oct. 10, 2007). "... in partial fulfillment of the requirements for the degree of Master of Arts in the Curriculum of Comparative Literature." Discipline: Comparative Literature; Department/School: Comparative Literature.
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Medina, Carmen Liliana. "Theatre of the oppressed and theatre in education : a reflection on Paulo Freire's theories." Connect to resource, 1995. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1240234778.
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Santiago, Arminda V. (Arminda Vallejo). "The Struggle of the Oppressed: Lino Brocka and the New Cinema of the Philippines." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc500765/.
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This study is an examination of Lino Brocka's development as a filmmaker of the New Cinema of the Philippines. It provides a close textual analysis of two recent Brocka films, Macho Dancer (1988) and Fight for Us (1989) using a sociocultural approach to the study of the representation of aspects of social reality and their relationship to contemporary Philippine society. The study is divided into six chapters: Chapter I contains the introduction to the study, Chapter II traces the development of Philippine cinema in relation to Philippine socio-political history, Chapter III describes the New Cinema film movement in the Philippines, Chapter IV provides a biographical sketch of Lino Brocka in which the development of his critical attitude, notions of social reality, and significant works are discussed, Chapter V contains the film analyses, and Chapter VI contains the conclusions to the study.
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Reynolds, Amy Louise. "Asian-American and Black identity : validation of a self-identity development model of oppressed people /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487597424136774.
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Cassaigne, Paola. "Voices of hope : examining the empowerment planning process of indigenous women in Chiapas = Hablando la esperanza : una reflexión sobre el ejercicio de la palabra en el proceso de empoderamiento de las mujeres indígenas en Chiapas." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/3455.
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Since colonization, Indigenous women in Chiapas have occupied very disadvantaged social positions, characterized by ethnic, gender and class-based oppression. However, during the last thirty five years, important social dynamics have taken place which have driven women to perceive themselves as the main actors of social transformation, and to start participating in planning and development efforts at a household and community level.
Building on the ideas of Paulo Freire and Pierre Bourdieu, oppression is understood as a dynamic where the oppressed are also implicated by, among other things, the involuntary body adhesion to oppression, experienced as shame, fear and silence. Therefore, the main focus of this research is the processes by which women achieved to exercise the internal capability to speak out; as well as how this new ability has been critical in order to have transformative agency, by having a meaningful participation in planning, agency and decision-making in the different spheres of their private and public life.
The main findings of this thesis arise from six month of field research. With a phenomenological and hermeneutic approach, seventeen Indigenous and ten non-Indigenous women participated through in-depth interviews and focus groups. Participatory observation and a validation workshop were also undertaken. Findings are related, first, to women’s participation in group processes, by which, on the one hand, they achieved to generate critical-reflective awareness, denaturalizing oppression, and, on the other hand, they removed embodied oppressive dispositions by retraining their bodies through dialogue and corporal techniques. Second, praxis of liberation aroused from reflection, with no need of a mechanistic plan informed by efficient and effective predetermined justifications. Praxis of liberation took the form of practical wisdom and wise judgment for the achievement of good life.
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Mehrabov, Ilkin. "Video Activism In Turkey: Empowerment Of Oppressed Or Another Kind Of Surveillance? The Case Of Karahaber." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12611486/index.pdf.
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This thesis explores the conduct of video activism in Turkey through a case study on Karahaber, an Ankara based video activist collective, which was the only example of its kind in Turkey in the beginning of the study.
The purpose of the study is to investigate Karahaber&rsquos video activism through the major question of the thesis: Was Karahaber able to provide empowerment for the socially excluded and oppressed, or the practices conducted by it further contributed to the surveillance culture? This is an exploratory research based on qualitative data gathered through semi-structured interviews and content analysis of the videos of Karahaber hosted on its website. It is argued that by following outdated practices of early video activist groups and by limiting dissemination of produced videos with Internet, Karahaber diminished empowering effects of video activism and on the contrary contributed to the proliferation of spectacle society.
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Osborne, Carilee. "Speaking for the poor and oppressed: questioning the role of intellectuals in South African social movements." Master's thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/22881.
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This thesis is concerned with debates around the role of intellectuals in South Africa and particularly in the question of intellectuals "speaking on behalf of the oppressed." Although such a question is foremost a response to recent debates about intellectuals in post-apartheid social movements and particularly the social movement Abahlali baseMjondolo, I anchor the discourse of "speaking on behalf of the oppressed" and its subsequent contestations in a longer historical trajectory going back to missionary ideals around civilisation, progress and trusteeship. Using a range of primary and secondary documents I trace the development of this discourse through the anti-colonial and anti-apartheid era and into post-apartheid discussions highlighting the important points of contestation. This is done by providing an initial problematization of the practice of 'speaking on behalf of others' which is subsequently linked to conceptions of the role of 'the intellectual'. Of particular importance are firstly Zygmunt Bauman's distinction between the intellectual as legislator or as interpreter related to the different between modern and post-modern conceptions of intellectual life; and secondly, Andrew Jamison and Ron Eyerman's distinction between 'intellectual in social movement' (which I translate into the idea of the allied intellectual) and movement intellectual. This thesis argues that current contestations around the role of allied intellectuals speaking for the oppressed in post-apartheid social movements show both continuities and discontinuities to earlier discourses as articulated by a range of social and liberation movements since early colonial times. It also argues that at the heart of the dilemma of intellectuals speaking for the oppressed is a contradiction between their role as legislator and as interpreter.
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Jester, JuliaGrace J. "A feminist social psychological study utilizing theatre of the oppressed methods to explore issues of women's voices." Oxford, Ohio : Miami University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1059074145.
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Pittman, Bertha Elizabeth Smith. "The importance of building a faith-based initiative in a poor oppressed urban neighborhood in Brockton, MA." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.
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O'Connell, Siona. "Tonal Landscapes: Re-membering the interiority of lives of apartheid through the family album of the oppressed." Doctoral thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/14365.
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This research seeks to be a methodological contribution to the fields of visual and memory studies. It enters these conversations through the family photograph found in the home of forcibly removed ex-residents of Roger Street, District Six, Cape Town in an attempt to think about ways of living during and after apartheid. Through this study, practically and theoretically, I engage with the challenges of restorative justice and contemplate how the family photograph may be engaged as a transactional object of translation in this contested area. I look at apartheid through District Six land claims and address as well, questions of trauma, memory, and freedom in the aftermath of apartheid. This dissertation therefore seeks to place three seemingly distinct literatures in the same frame: that of photography, that of memory, and that of justice and freedom. Conflicts over land, both local and global, range across the continuum, where long-term residents are displaced to make way for new developments and the other extreme where residents are forcibly displaced, violently evicted. What is clear in all of these instances, however, is that the problem cannot be reduced to one of monetary remuneration, that the land itself is imbued with meaning that cannot be measured in monetary terms. It is important to recognize - not only that land/place may mean different things to different people, but also that it can mean multiple "things" to the same person. Unless we recognize the multidimensionality of the meanings of land, as well thinking about what it means to be oppressed, any attempts to engage in restitution or restorative justice are destined to fail. This thesis attempts to think through how an ordinary object - the photograph - can be used to gain an interior look into how oppressed people lived during apartheid, and how they continue to live after its demise. Antjie Krog's book, Country of My Skull draws attention to the issue of death during apartheid. What this thesis does is to look at what happens to those who lived through apartheid and how they deal with the aftermath. It looks at the move from death to life. The family photograph may at first glance appear to have little in common with the issue of restorative justice. They both however speak of public and private, of remembering and mourning, of death and life, of absence and presence. They are both prone to multiple interpretations, as well as being at the cutting edge of contemporary and political debates. Taken together, the family photograph and visual studies form a forceful space, initiating interdisciplinary dialogue and providing a creative and scholarly engagement that has both local and global implications.
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Jester, JuliaGrace J. "A Feminist Social Psychological Study Utilizing Theatre of the Oppressed Methods to Explore Issues of Women’s Voices." Miami University / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=miami1059074145.
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Zafimehy, Marie. "Between the Privileged and the Oppressed : Growing up as a French white-Black Afro-descendant biracial individual." Thesis, Linköpings universitet, Tema Genus, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-172676.
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Jordan, Susan Anne. "'The world is oppressed by masculinity' : masculine containment of women and transgressions in the works of Wilkie Collins." Thesis, University of Leicester, 1998. http://hdl.handle.net/2381/31025.
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This thesis argues that Wilkie Collins demanded radical reassessment of his culture through his writing and anticipated post-modern theories of discourse, identity and gender. It will propose that Collins perceived reality as a linguistic creation, gender as a destructive evasion and truth as an elusive desire. Collins' fiction will be seen as palimpsestic narratives which, through buried texts and sub-texts, embrace a Conradian heart of darkness and pursue a non-teleological format. I will particularly focus upon the later novels which I believe have been long neglected and undeservedly disparaged. However, this work will pursue a thematic rather than chronological approach and will study the dominant issues of discourses which fascinated Collins throughout his career. The argument will utilise Foucauldian and Lacanian philosophies and will demonstrate how Collins perceived social systems and hegemonic utterances as terrified partriarchal defences against the primordial chaos which haunted his imagination and characters. I will specifically focus upon issues of gender and demonstrate how discourses of masculinity, both modern and Victorian, stunt individual development, suffocate women, warp human relations and ultimately destroy men themselves. The first chapter will explore this theoretical base and introduce the various concepts of masculinity and the chief discussions pertinent to gender constructs utilised in this thesis. Within each chapter I will examine the irreparable damage inflicted upon femininity and marginalised others by masculinity and the fear and loss endured by men themselves. Collins was, however, a white, middle-class, heterosexual man who benefited from the very tenets he despised and I will thus explore the inevitable tensions this generated throughout his work. I will reveal how the secret or truth, central to each novel, transpires to be this very phallocentric abuse and oppression and the revelation of the fragility and destructiveness of gender constructs themselves. And in exposing this Collins necessarily underscored the limits and inadequacies of language itself thus undermining the very essence of his own productivity.
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Mallen, Cheryl Ann. "Rethinking pedagogy for the times: a change infusion pedagogy." University of Southern Queensland, Faculty of Education, 2006. http://eprints.usq.edu.au/archive/00004789/.
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[Abstract]: This doctoral dissertation research reports on the exploration of higher education academics’ pedagogical responses to complex societal postindustrialchange. The topic arises from a deep personal interest in processes of societal change and the need for such processes to be in the professional practices ofacademics. The research problem that guides the study is: In what way(s) and to what extent can University instructors be assisted to incorporate change-basedconcepts in their pedagogical practices through application of a conceptual framework for change infusion?In response to the problem, a change infusion model (CIM) arises from an analysis of authoritative literature on change. Change infusion is an educational process that utilises key concepts from theories of change to provide ameaningful context for pedagogical practice in times where pervasive societal transformation is the norm. Gay’s (1995) multiple stages of infusion are of particular importance in the CIM. The generation of the theoretical definition of infusion in the CIM provides practising academics with an explanatory system that enables them to infuse significant elements of change into pedagogicalpractices. In essence, the CIM purports to guide instructors to move beyond teaching about change to teaching for change.The research design includes the cognitive-constructivist theoretical foundations, with particular reference to Dewey (1933), Piaget (1951), Lewin (1951), Schön (1983, 1987), Calderhead (1988), and Patton (2002). Ofparticular importance is the analysis of opinions concerning pedagogical practice of a small number of University practitioners after engaging with theCIM during each of the three stages of trials. The trials utilize the cognitiveconstructivist quality of reflection as a means to link theory to practice.The conclusions from the research support a conceptual model, such as the CIM, for use to teach for change. As a result of the Stage 3 trial research in particular, the conceptual model from the beginning point of the study isrefined, thereby hopefully providing a useful tool for academics in a wide range of contexts and disciplines to respond in meaningful ways to the process ofmajor change that impinge upon them and their work.
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Ingram, Andrew C. "Pedagogy regained : shaping pedagogy and self in autopoietic unity." Thesis, London South Bank University, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.646861.
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This thesis is premised on the indivisible unity of pedagogy and self and predicated on researching, in Frederic Jameson’s words, “pedagogy as autoreferentiality”: writing about the practices of pedagogy is writing about the practices of self, and writing about the practices of self is writing about the practices of pedagogy. The writing, it is argued, becomes a reflexive shaping tool which is instrumental in the reconstitution of pedagogic self, and writing of, and from, the self is poiesis and the mode of (re-)production. An ideological infrastructure for an autopoietic construct of pedagogy is contextualised in the systems thinking of Fritjof Capra, and in the ethical and political ecology of postformal critical pedagogy and complex critical ontology reviewed in key texts by Henry Giroux and Joe Kincheloe. The study centres on the recovery of pedagogic selfhood through debating, as Kincheloe espouses, ‘critical’ questions on ethics and aesthetics, morality and politics, emotions and ‘gut feelings’, and these form the structuring themes for a theorisation of autopoietic pedagogy. Using activity theory, this theorisation proposes a working hypothesis of learning as a particular form of human activity in which meta-experience – the experiencing of experience – and identity formation ‘couple’ with the wider structuring forces of social systems. It finds that the normal flow of information intended to produce teacher learning is an insufficient explanation of expert teacher activity and that the ‘retroviral’ notion of i-learning, characterised as instinct, intuition, insight, and accessed through critical introspection, opens up a relatively young and unturned field of educational enquiry dubbed here as autochthonology. The paper argues for autochthonography as a genre of self-expression, combining the elenctic and exegetical, which represents a synthesis of thinking, in the Deweyan sense, as an aesthetic activity and Lebesgue’s practical philosophy of thinking in front of one’s students.
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Odenmo, Emma. "Empowerment of the Oppressed in Margaret Atwood’s Surfacing and Louise Erdrich’s Tracks : A Comparative Study of Feminism and Postcolonialism." Thesis, Mid Sweden University, Department of Humanities, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-11221.
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A comparative essay to show links between empowerment in feminism and postcolonialism by comparing the development of the protagonist in Margaret Atwood's Surfacing to the development of Pauline in Louise Erdrich's Tracks.
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Chang, Chen-Wei. "Voices of the oppressed in higher education a case study of two-year junior college students in Taipei, Taiwan /." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1905636851&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
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Mhango, Happy Chifwafwa. "Reading the Bible through the eyes of women and the oppressed : in search for justice and liberation in Malawi." Thesis, University of Glasgow, 2004. http://theses.gla.ac.uk/2339/.
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This thesis examines the importance, in the search for justice and liberation in Malawi, of reading the bible through the eyes of women and the oppressed. Serious questions have been raised in Malawian Church and Society concerning the inferiority and subordination of women and the oppressed, particularly the poor and marginalised groups and their role and place in the holy ministry. Since the establishment of the Presbyterian Church in Malawi nearly 130 years ago, women and the oppressed groups have been discriminated against in various ways. They have not taken an active share and responsibility in the whole community life of society, and have not participated fully and more widely in the various fields of the Church’s structures. The thesis critically challenges the patriarchal reading of the texts which oppresses and marginalises women, and seeks to bring respect and dignity to them by employing a historical critical reading that leads to a liberative reading. Since patriarchal reading of the texts does not bring justice and liberation to women, the thesis engages in a liberative reading that traces and restores women’s history in Mark. Our liberative reading claims that the Christian past is not just a male past where women participated only on the fringes or were not active at all, but it is as well a women’s own past. Hence, the readings of Mark 5:24-43 & 7:24-30 provide sufficient indicators for such a history of women as followers of Jesus and leading members of the early Christian communities. Thus our historical critical reading seeks to transform patriarchal reading of the texts to liberative readings that incorporate all people, men and women, upper and lower classes, different cultures and races, the powerful and the weak.