Search results

1

O psuciu pedagogiki – rozważania na kanwie doświadczeń członka PKA

100%

Amadeusz K.

Rocznik Pedagogiczny

|

2014

|

vol. 37

37-46

EN

In the article is taken the issue of condition of pedagogy as a research field and academic discipline. Many critical researchers and analytics arrives at a conclusion that there is a crisis of: school, higher education, upbringing, teacher’s role, educational system etc. Thus, we face common demand of changes, adaptation, reorganization, modernization, emancipation of/for/towards that what is placed within the field of pedagogy. Fundamental questions about the scientific nature and paradigmaticness of pedagogy are being moved to the further plan and giving up place to the questions about: the state of the pedagogy/pedagogics, the quality of problems considered by it and its ability/readiness to solve those problems.

2

Education towards difference and inclusion. Two types of discourses – to positive pedagogy

100%

Kwieciński Z.

Journal of Gender and Power

|

2014

|

vol. 2

29-36

EN

The main goal of this article is description of two educational discourses pertaining to differences, their acceptance and eradication or alleviation. The first is the special needs pedagogy, which has seen a dispute between the enthusiasts of institutional and social integration of the disabled with people, communities and institutions dominated by those within a given norm. The second is characteristic of the critical pedagogy and sociology – concerns people and social groups who are culturally and socially excluded and marginalised, both overtly and covertly.

3

Towards a Critical Pedagogy of Peace Education

100%

Shapiro S.

Kultura-Społeczeństwo-Edukacja

|

2015

|

vol. 7

|

issue 1

7-20

EN

This article tackles the issue of critical pedagogy in regards to education for peace. Peace education is here seen as a holistic process of development of human potential to coexist in a less violent manner. This problem is significant for example in the context of South Africa, which is being explained in this paper. Another example of this kind of pedagogy is related to the Jewish and Greek concepts of Tikkun Olam and Parrhesia. Finally they are being emphasized the issues of empathy and pedagogy pf hope.

4

Hopeful Provocations for a Dialogue with Critical Pedagogy

100%

Steinberg S. R.

Academicus. International Scientific Journal

|

2021

|

vol. 12

|

issue 24

124-129

EN

In respect for the tentative ways of knowing critical pedagogy, I choose not to define the notion, but rather discuss it from my point of view. It is easier to begin by discussion on what critical pedagogy is not: Critical pedagogy is not prescriptive way of teaching. It is not teacher-proof because it invites teachers to make their own decisions. It is expected to be student-centered but does not prioritize that the student has more to say than the teacher. It is respectful of different traditions, different ways of seeing the world. I would say that critical pedagogy is couched in literacies and, in a non-academic sense, it is couched in the notion of Paulo Freire’s notion of reading the world... the word becomes less important than the world, once one understands the world, cultures, societies, people actually do read the word better. For the purpose of this essay, I embed quotes from Freire’s work to include his voice within the text. There’s no such thing as neutral education. Education either functions as an instrument to bring about conformity or freedom. - Richard Shaull, Foreword in Paulo Freire, 1972

5

Prywatne-publiczne-polityczne. Genderowe konteksty edukacji

100%

Biskup B.

Rocznik Pedagogiczny

|

2014

|

vol. 37

203-216

EN

The author is trying to reconstruct the causes of moral panic around the concept of gender and she is searching for reasons why this category is used in the Polish press with the term "ideology". Justifying the relevance of gender for pedagogy, she compares the arguments of the supporters and opponents of spreading scientific reflections about gender roles in school. Seeking opportunities for dialogue between researchers and essayists, she asks about the role of educators in re-thinking the gender theory and stresses urgent need to engage in a public debate.

6

Recepcja idei postmodernizmu w pedagogice radykalnej Petera McLarena

89%

Kruszelnicki W.

Chowanna

|

2020

|

issue 1(54)

1-37

EN

The aim of this paper is to comprehensively reconstruct the reception of postmodernism in Peter McLaren’s critical/radical pedagogy. On a more general level, the article discusses the pedagogical perils of uncriticalinfatuation with poststructuralist and postmodernist principles of dismantling grand metanarratives and debunking the notions of truth, totality, and universalism and replacing them with the notions of pluralism and perspectivism. The author seeks to verify the statement that McLaren’s response to postmodern developments in philosophy and social theory is in as much similar to that of Henry Giroux’s that it produces a project of education informed by postmodern ideas. The thesis – advanced in the mid 1990s by Tomasz Szkudlarek – is refuted on the basis of thorough a analysis of both earlier and more contemporary texts of McLaren where the main tenets of postmodern theory are severely criticized. The argument about the evolution of McLaren’s thought from a cautious appropriation of some elements of postmodernism to its downright condemnation is supported by the theory of its increasing radicalization under the influence of Marxism. The alternative to the illusory radicality of postmodernism – denounced as affirming the status-quo – is “pedagogy of revolution,” which emerges as strictly political, interventionist praxis whose aim is no longer discourse analysis but concrete social struggle against the oppressive capitalist class relations.

7

Jaka pedagogika krytyczna jest (nie)możliwa w Polsce i dlaczego? (Esej metakrytyczny z Henrym A. Giroux w tle)

89%

Witkowski L.

Chowanna

|

2020

|

issue 1(54)

1-40

EN

The text undertakes the problematics situated between modernity and tradition regarding the reception of H.A. Giroux’s works in Poland, in a view of furthering the study of pedagogy and educational praxis. First, the author outlines the beginnings of openness towards critical pedagogy. What is underscored here is the 1980s’ main inspiration drawn from the resistance paradigm. Then, the author proceeds to the current state of Giroux’s reception in Poland. He illustrates differences among particular examples and levels of the said reception of Giroux’s pedagogy and of the scholar’s theoretical background. The emphasized disputes pertain especially to transcending metaphysics and relativism as a challenge faced by hermeneutical criticism and critical hermeneutics. Additionally, the “critical” horizon of the main handbook of pedagogy used in Polish universities is discussed. The author point to the wasteful efforts at instigating the breakthrough in the reception of critical pedagogy and he exemplifies them by an instance of misbegotten analysis of the allegedly delayed critical pedagogy of work. As a particularly positive example the author presents a new effort at developing critical hermeneutics (and radical praxis) for pedagogy by Andrzej Wierciński. In the concluding part written “in lieuof conclusions,” four lists of critical problems’ dislocations are provided; the problems are both convergent and related to one another, thereby redefining current research objectives and pertain to practical applications in educational praxis.

8

АЛЬТЕРНАТИВНІ РОЛІ ВЧИТЕЛЯ: В ПОШУКАХ ОСВІТНЬОГО ДІАЛОГУ

88%

Заболотна О.

Педагогічні науки: теорія, історія, інноваційні технології

|

2014

|

issue 8(42)

332-340

EN

The article is devoted to the teacher’s roles transformations in the context of alternative education. The idea of pedagogy of the oppressed by Paolo Freire has been presented in detail. A short outline of the book’s history has been given. The social and political roots of the education as the oppression tool have been shown. The banking concept of education has been criticized as the one that contradicts the idea of freedom and democracy. The author reinforces the idea that democratic changes of education gave start to different alternative visions of the teacher’s role, which were expressed through different approaches to education that constituted branches of alternative pedagogy. As it is shown in the article, Antipedagogy, Critical Pedagogy, Gestalt Pedagogy, Emancipation Pedagogy, Transgressive Pedagogy questioned the teacher’s traditional role of being the only source of knowledge able to pass it to students as objects of teaching. Different changes in the teacher’s roles have been demonstrated: the neglected one (in Antipedagogy), the one of the transformational intellectual assisting in criticizing everything (in Critical Pedagogy), the thoughtful facilitating partner (in Gestalt Pedagogy), the child’s self-actualization supporter (Emancipation Pedagogy), the dialogue learning organizer (Transgressive Pedagogy). The author draws a conclusion that the teacher’s role has been transformed with the stress moved from teaching to learning; when both the teacher and the student are partners in their reciprocal learning.

9

Teaching to Transgress: Subjective Educational Experience in the Model of Engaged Pedagogy of Bell Hooks (Gloria Jean Watkins)

88%

Drozdowicz J.

Kultura-Społeczeństwo-Edukacja

|

2019

|

vol. 15

|

issue 1

PL

The African-American scholar bell hooks is a well known figure in the Western academic milieu. This article makes an attempt at presenting the model of engaged pedagogy represented in hook’s works and her public appearances. This is done by highlighting the issue of subjective experience in the educational setting. Hook’s concept of race and gender is brought to attention to present the aforementioned issue within the broader context of her socio-cultural concepts she is known for. The outcome of this reconstruction shows us that the model of engaged pedagogy is developed by hooks into a wide set of postulates of structural change of the American schooling system, as well systems in other parts of the world. Therefore, it seems plausible to put her works within the tradition of critical pedagogy as found in the works of Paulo Freire and others.

10

Educational contexts of cultural resistance in Poland and Portugal. An introduction to research

88%

Guerra P., Zańko P.

Kwartalnik Pedagogiczny

|

2019

|

vol. 64(3 (253))

155-172

EN

The goal of this article is to present the main theoretical and methodological assumptions of an international research project on the educational contexts of cultural resistance in Poland and Portugal. In this article, we will first analyse, in a resumed way, the various lines of thought related to cultural resistance, radical democracy critical pedagogy; then we will present an example of a critical pedagogy, the punk pedagogy, in order to demonstrate that the reality we describe is not only present at the abstract level; then, and finally, we proceed with the research methodology that we intend to trigger in order to analyse the educational contexts of cultural resistance in Portugal and Poland. In this article we are talking about two countries with very dissonant stories. Even today, in the context of membership of the European Union, the course of both countries seems to diverge. However, we argue that the comparison between these two distant and different countries may open new perspectives on the contexts of cultural resistance and critical pedagogy. Like the example of punk, these practices of cultural resistance can serve as a way to empower active civic and political participation, going beyond the simple act of voting every four years and promoting a radical democracy.

11

Theatre and performance as healing forces – saving the Open Society? A case study of The Workcenter of Jerzy Grotowski and Thomas Richards and Subpoetics performative endeavours as ways of enhancing empathy and building intercultural dialogue in the light of critical pedagogy

88%

Mackenzie D.

Kwartalnik Pedagogiczny

|

2020

|

vol. 65(3 (257))

66-84

EN

In the various versions of democracy’s orientations around the world nowadays, we can discern cracks, but still not a crucial break from the project of (an) open society. The inner reality of this phenomenon can be deciphered and dealt with in many ways. The two case studies (The Workcenter of Jerzy Grotowski and Thomas Richards as well as Subpoetics International) analysed in the article, present theatre as healing and pedagogical forces, which can save the core of Open Society. Generally speaking, this can be achieved by strengthening intercultural dialogue and empathy while applying strict rules of the craft and technique. The two mentioned theatre-performance groups present high-functioning varieties of open society and also focus on the threats and obstacles which may be encountered in contemporary society. Beyond varied activities, the Workcenter and Subpoetics also carry out educational and workshop-based work connecting people from all paths of life and all around the world, creating an international network, which is both healing and creative. In both cases they are groups producing works of very powerful physiology and intensity, which seek the human truth in troubled times.

12

Popular Culture as Educational Space – Depictions of a Utopia in Pop Culture Texts

88%

Jakubowski W.

Studia Edukacyjne

|

2018

|

issue 49

7-24

EN

The aim of the text is to discuss the educational potential of popular culture. The firstpart focuses on theoretical opinions on the relationships of culture and education. Pedagogical thinking about culture is dominated by its humanistic understanding, in which a special sense of culture has been understood as one of the top of human achievement. In traditional pedagogical reflection,there is noticeable concentration on culture as “valuable for educational interactions”. In such a perspective, the space of popular culture is ignored. Perceived as a bad Mr. Hyde of cultural space, it is treated as an area of threats to the development of children and youth. But culture is not only a canon of the achievements of past generations. In the anthropological sense, these are simply the ways of living a life in a society. Popular culture is the space where various aspects are commented on. Popular art plays a special role here.The second part discusses the pop cultural texts that illustrate the characteristic elements of utopia: burial of the “old world”, establishing a “perfect” order, protection against external destruction and against destruction from inside. Formed at different times and based on different means of expression, they address the dilemmas associated with thinking about a “better world”. They present the mechanisms and consequences of building a new society “with their own language”.

13

A pedagogic complexus on the knowledge and impact of economic recession on secondary school students

88%

Okam C. L.

International Journal of Pedagogy, Innovation and New Technologies

|

2019

|

vol. 6(1)

37-44

EN

Economic recession in its simplest explication is the decline in the Gross Domestic Product (GDP) of any country. For over 25 years, recession set in Nigeria in 2015 with the oil price adjustment that affected global economy. Its effect on the country’s export has been punishing, seeing export and government revenues decline rapidly. This is due to some factors that include the fact that oil is Nigeria’s main source of foreign exchange earnings and government and financial revenue; insurgency in the North East of Nigeria and the agitating activities of the Niger/Delta region which has seen Chevron and some oil prospecting companies, the straightening of dollar which has made the Naira of less value. The study determine the extent to which the recession has affected students of school age. It describes the process of Theatre for Development (TFD) in the University of Calabar International Demonstration Secondary School (UCIDSS) as a means of evaluating the students’ knowledge of economic recession and how the recession has affected their studies and career choice. The issues discussed here came from the students, enabling them develop critical reasoning that will help them rekindle their ambitions as well as eliciting their knowledge of changes around their environment. Methodologically, Semi-Structured Interview, TFD and other participatory methodologies like FGD and playmaking were used and for those students who may have issues discussing their views in problem, Key informant Interview was applied.

14

Teaching as a political act: The role of critical pedagogical practices and curriculum

88%

Sinha C.

Human Affairs

|

2015

|

vol. 26

|

issue 3

304-316

EN

The present paper is an inquiry into the role of the teacher in the context of the dominant Indian value system, an imposed curriculum and teacher-students interactions from the social psychological and critical interdisciplinary perspectives. The role of the school in the present modernist worldview is to frame and impart knowledge which may lead to economic growth. In this context, the role of the teacher is observed as being limited to a bearer of information rather than a leader who visualizes change and develops critical ability among students. Based on the theoretical framework of postformalism and collective/social identity, the current work argues that the role of the teacher is not limited to passively following and communicating mainstream values but involves constructing a new participative identity through critical pedagogical engagement and by acting as an active agent of social change.

15

Leading the leaders: Exploring perspectives on the preparation and development of school leaders

88%

MacRuairc G.

Zarządzanie Publiczne

|

2012

|

issue 4(20)

49–57

EN

Dealing with the legacy of the discourses of neo-liberalism and new managerialism on the current framing of leadership discourse provides the background to this paper. Increasingly there are strong indications at policy level that the intention of recommendations are very closely aligned to the neo-liberal worldview evidenced by the uncritical acceptance of neo liberal infused language among many key stakeholders. This paper calls for leadership development programmes that will provide for critically informed and engaged leaders who can position themselves as key mediators and evaluators of these reductive policy proposals. To this end it is necessary to make leadership and what constitutes leadership practice more explicit and to cease confl ating it with management so that the knowledge and understanding of leadership within the domain of education can develop fully. This process creates an imperative for a greater engagement with the theoretical fi elds and disciplines linked to education within leadership preparation and development programmes with more encouragement for leaders to continue to masters and doctoral levels so as to build capacity within the leadership community to mobilise the rich and diverse knowledge-base underpinning education to critique and challenge.

16

‘Re-Placing’ Janusz Korczak: Education as a Socio-Political Struggle

88%

Vucic B.

|

2019

|

vol. 7

|

issue 1

13-32

EN

The Jewish-Polish pedagogue, Janusz Korczak is traditionally associated with his orphanage in the Warsaw ghetto and his murder alongside the children during the Holocaust. A doctor and educator, Korczak is also increasingly acknowledged for his unique pedagogical projects such as the self-governing orphanages (democratic children’s homes) and his advocacy for child rights. Translations of his writing and the dominance of individualized interpretations for his motives, has resulted in Korczak being displaced from his socio-historical context of Warsaw. This paper seeks to increase awareness of the inseparable nature of Korczak’s Polish language texts to the Polish struggle for independence. The aim is to further investment into understanding the socio-historical context within which Korczak’s writing was rooted. When readers acknowledge the limitations of the translated Korczak texts, this encourages a greater appreciation of current Polish scholarship but also deepens the philosophical inquiry into his work. This paper uses Korczak’s texts to demonstrate how power and language reinforce each other by conflating the concepts of the oppressed into those of the oppressor. The purpose of highlighting flaws in translated texts is not simply to correct the error but to disrupt notions of identity; oppressed and oppressor, in relation towards the ‘not-so-radically’ Other. Examinations of Korczak's ideological experiences, either religious, cultural or political, move more of his own account from the periphery into the foreground. To date, the impact of Russian colonization and Poland’s struggle for political independence within Korczak’s texts has been given little attention and served to keep readers ignorant of this aspect. Whereas other studies have attended to Korczak’s Jewish-Polish heritage, the focus here is on his political philosophy. The goal is to REplace Korczak by historically situating his ideas within his city of Warsaw and the intelligentsia of the time. This demonstrates that Korczak’s critical pedagogy and work outside of the authority of the State positions him today as a radical educator. Historically, he can be aligned with the ideas of specific social movements, especially anarchist theories. Rather than uniformity of ideas, the Warsaw intelligentsia at the turn of the twentieth century, both Polish and Jewish, was a democratic mesh with disparate individuals brought together in tactical co-operation for the struggle of nation-building. The reader is introduced to Korczak in ‘place’ in order to illuminate a new reading of Korczak’s texts and ideas as emanating from radical philosophical underpinnings.

17

Media Discourses that Normalize Colonial Relations: A Critical Discourse Analysis of (Im)migrants and Refugees

88%

Zhao M., Rodriguez J., Monzo L. D.

|

2019

|

vol. 7

|

issue 1

127-142

EN

The im(migration) and refugee crisis that are being exacerbated under the Trump administration, is a manifestation of empire-building and the long history of colonization of the Global South. A Marxist-humanist perspective recognizes these as consistent aspects of a clearly racist global capitalism that functions in the interest of multibillion dollar U.S. –based corporations and increasingly transnational corporations. Trade agreements, international economic policy, political intervention, invasion or the threat of these, often secure corporate interests in specific countries and regions. The authors use critical discourse analysis to examine the discourses around Mexican, Central American, and Syrian im(migrants) and refugees as examples of how U.S. mainstream media discourses normalize relations of domination between the U.S. and the Global South and by extension, between its peoples. The article posits these communities as an important revolutionary class for today.

18

Opór jako fenomen interdyscyplinarny – inspiracje dla pedagogiki specjalnej

87%

GUMIENNY B.

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

|

2018

|

issue 22

EN

Beata Gumienny, Opór jako fenomen interdyscyplinarny – inspiracje dla pedagogiki specjalnej [Resistance as an interdisciplinary phenomenon – inspiration for special education]. Interdyscyplinarne Konteksty Pedagogiki Specjalnej, nr 22, Poznań 2018. Pp. 239-258. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2018.22.14 The article is concerned with the issue of resistance, with particular focus on the philosophical, sociological, psychological and educational adumbration. The interdisciplinary notion of the resistance phoneme constitutes a contribution to its introduction to the special education area, to the world of persons with disabilities. Moreover, attention was drawn to the learning environment as a place triggering the students’ resistance to the school system and authority. The undertaken considerations have been located in the critical theory, defining the stance on authoritarianism, injustice, emancipation or liberation, and especially on stigmatization, marginalization and exclusion.

19

Dziecięce strategie oporu szkolnego w kontekście prawa do partycypacji publicznej

75%

Achremowicz H.

Facta Ficta. Journal of Theory, Narrative & Media

|

2020

|

vol. 5

|

issue 1

49-67

EN

The aim of the text is to present the issue of school resistance and its relation to the children’s right to participation. School resistance is a concept investigated by critical pedagogy as one of the forms of expressing one's subjectivity. The complexity of the issue is the reason for many definitions and classifications of school resistance. Referring to the definition of school as an area of a clash between dominant and dominated culture, one can speak of resistance defined as action directed against the dominant subject. H. Giroux created a classification of this phenomenon, combining attitudes and behavior towards school (oppositional or accommodative). Types of resistance highlighted in this way provided a basis for subsequent classifications, including E. Bilińska Suchanek's, B. Babicka – Wirkus', and M. Nowicka's. All authors point to the greatest value of conscious resistance, often called transformative resistance. It is based on a disagreement about the real image of the school, while behaving correctly on its territory. In the first place, emancipation requires education that takes place in the school space. Resistance behaviors are related to the concept of participation. Pursuant to the Convention on the Rights of the Child, children and young people have the right to participate. Numerous pedagogical studies indicate that this right remains unrealized in Poland. A look at resistance behavior as a manifestation of the right to participation allows one to understand the potential of resistance – it can communicate the needs of children and young people. What adults interpret as resistance might be a message that requires dialogue and understanding. Respecting the right to participation can create such a space. Connecting the concepts of resistance and participation may contribute to increasing the democratic participation of children and young people in schools.

20

Theoretical and research achievements of critical pedagogy in Poland

75%

Czerepaniak-Walczak M.

Studia z Teorii Wychowania

|

2021

|

vol. XII(1 (34))

27-45

EN

The aim of the article is to present the achievements and the current state of critical pedagogy in Poland, its sources of inspiration and theoretical analyses, and educational practices. The name "critical pedagogy" is adopted as a general name for complementary and synergistic pedagogical theories, research practices, and practical actions, which are concerned with mechanisms of liberation from experienced and understood oppression to responsible and courageous participation in social life. The text introduces the issues of the problem areas of "detailed" critical pedagogies, whose common goal is to discover and change those places and practices where are created conditions for experiences of recognition, freedom, and justice. These are an emancipatory pedagogy, a critical pedagogy of resistance, a critical gender pedagogy, and a pedagogy of recognition. In the text are also descriptions of practices in the critical research paradigm that underpins and framed scientific dissertations and educational activities. In the text are also descriptions of practices in the critical research paradigm that underpins and framed scientific dissertations and educational activities.

Refine search results

O psuciu pedagogiki – rozważania na kanwie doświadczeń członka PKA

Education towards difference and inclusion. Two types of discourses – to positive pedagogy

Towards a Critical Pedagogy of Peace Education

Hopeful Provocations for a Dialogue with Critical Pedagogy

Prywatne-publiczne-polityczne. Genderowe konteksty edukacji

Recepcja idei postmodernizmu w pedagogice radykalnej Petera McLarena

Jaka pedagogika krytyczna jest (nie)możliwa w Polsce i dlaczego? (Esej metakrytyczny z Henrym A. Giroux w tle)

АЛЬТЕРНАТИВНІ РОЛІ ВЧИТЕЛЯ: В ПОШУКАХ ОСВІТНЬОГО ДІАЛОГУ

Teaching to Transgress: Subjective Educational Experience in the Model of Engaged Pedagogy of Bell Hooks (Gloria Jean Watkins)

Educational contexts of cultural resistance in Poland and Portugal. An introduction to research

Theatre and performance as healing forces – saving the Open Society? A case study of The Workcenter of Jerzy Grotowski and Thomas Richards and Subpoetics performative endeavours as ways of enhancing empathy and building intercultural dialogue in the light of critical pedagogy

Popular Culture as Educational Space – Depictions of a Utopia in Pop Culture Texts

A pedagogic complexus on the knowledge and impact of economic recession on secondary school students

Teaching as a political act: The role of critical pedagogical practices and curriculum

Leading the leaders: Exploring perspectives on the preparation and development of school leaders

‘Re-Placing’ Janusz Korczak: Education as a Socio-Political Struggle

Media Discourses that Normalize Colonial Relations: A Critical Discourse Analysis of (Im)migrants and Refugees

Opór jako fenomen interdyscyplinarny – inspiracje dla pedagogiki specjalnej

Dziecięce strategie oporu szkolnego w kontekście prawa do partycypacji publicznej

Theoretical and research achievements of critical pedagogy in Poland