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1

PEDAGOGY AGAINST THE STATE: THE BAN ON ETHNIC STUDIES IN ARIZONA

100%
Wanberg K.
Pedagogický časopis (Journal of Pedagogy)
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2013
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vol. 4
|
issue 1
15 – 35
EN
Drawing on the traditions of critical pedagogy from Paulo Freire and Henry Giroux to recent critical research developed in the Journal of Pedagogy, this study explores how a particular case of curriculum reform in the US is entangled with racial neoliberalism and paranoia.
2

TEACHER IN THE CONTEXT OF EDUCATIONAL POLICY: INDEPENDENT PROFESSIONAL OR HIRED HAND

100%
Dylak S.
Rocznik Pedagogiczny
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2005
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vol. 28
75-84
EN
In author's view the didactical 'materialism' present in our school system means 'teaching about the knowledge' but not 'building the knowledge' and stressing its role in human life. This approach is supported by the school reform based on standards and tests. Imple- mentation of teching standards results in shifting of educational control from the level of local authorities and elected school boards to the level of central authority which might lead to the appropriation of knowledge and education by politicians.He sees three examples of political involvement within the educational system: -attempts at limiting access to pre-school education; -limiting access to the 'licea ogolnoksztalcace' (senior secondary schools), -inadequate financing of research efforts. Obviously only a teacher who is independent in professional thinking and is able to construct her/his pedagogical knowledge might be a key person in educational change. Hence the role of the system of teacher education is of utmost importance. If teachers are knowledge consumers when educated and if they are receiving second-hand knowledge, they build the knowledge isolated from the real school and life practice and needs. Teachers who are only 'instructed' are cognitively incapacitated and dependend on official knowledge. Such teachers will not teach but instruct their pupils as well.
3

The 'Media Literacy' Problem in the Context of Selected Issues of Critical Pedagogy

100%
Ogonowska A.
Kwartalnik Pedagogiczny
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2005
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vol. 50
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issue 1(195)
79-94
EN
The authoress' aim is to describe and interpret the connection between media literacy and critical pedagogy which appear in the works of Michel Foucault, Pierre Bourdieu and Henry Giroux. Much attention is paid to issues, such as symbolic and iconic violence, critical analysis, empowerment, cultural reproduction, the main interests of media literacy, and the problem of using popular culture and media study in the pedagogical process. She considers the special status of media images and the problem of the degree to which they correspond with reality, the process of decoding cultural texts and the role of audiovisual competence. The authoress presents the most important views concerning the pragmatics of media images and their influences on social life, and the difference between critical and non-critical pedagogy in the context of cultural reproduction, and symbolic violence in the communication process.
4

CRITICAL PEDAGOGY IN PRACTICE: A CASE STUDY FROM KERALA, INDIA

88%
Kareepadath V. P.
Pedagogický časopis (Journal of Pedagogy)
|
2018
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vol. 9
|
issue 2
33 – 54
EN
Analysing teaching-practice offers an opportunity to answer questions like what is critical to making pedagogy democratic, what are the factors that support a teacher to be critical in her teaching? Or what restricts the teacher in being critical in her work? This paper seeks to address some of these questions by presenting the findings of an investigation into the practice of teachers who are committed to the idea of critical pedagogy. The scope of the study is limited to understanding the critical aspects that are related to the teacher’s work within the classroom. The paper analyses the theoretical arguments that are relevant to critical pedagogy in relation to teachers’ practices as they emerged during the study. The study, conducted in the South Indian state of Kerala, reveals that teacher subjectivity and schooling situations interact in a dialectical fashion to shape the nature of classroom teaching. The political subjectivity of the teachers, shaped by their close interaction with the Kerala Science Literature Movement (KSSP) makes their pedagogy critical in nature. On the other hand, the standardized curriculum and mechanically disciplined school environment continuously challenge the teachers’ efforts at being critical in their work.
5

SCOTTISH AND SLOVAK UNIVERSITY STUDENT DISCUSSIONS ABOUT STIGMATIZED PERSONS: A CHALLENGE FOR EDUCATION – MOVING TOWARDS DEMOCRACY AND INCLUSION

75%
Plichtová J.
Pedagogický časopis (Journal of Pedagogy)
|
2013
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vol. 4
|
issue 2
188 – 207
EN
The paper compares discussions in 12 groups of university students (6 Slovak and 6 Scottish) equal in sex and age. The participants discussed the same problem - how to control the spread of HIV/AIDS and respect medical confidentiality (MC). Systematic comparisons revealed striking differences between the two national groups. The Scottish discussants were more cooperative than the Slovaks; they devoted more attention to analysing the problem and to creating a shared understanding of it. Although there was a temptation to contravene MC and the individual rights of those infected with HIV in both the Slovak and Scottish groups, only the Scottish discussants came to the conclusion, collaboratively and through argumentative exchange, that such proposals would be counterproductive in controlling the spread of HIV or in protecting public health. In the Slovak groups even participants who were opposed to discriminative proposals were not able to convince their fellow discussants that MC should not be contravened. Links are drawn between the findings and critical pedagogy and inclusion.
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