Education In Times Of Crisis Research Articles

Adult and permanent education in times of crisis: A critical perspective based on Freire and Gelpi

Besides other theoretical perspectives, the understanding of present adult education and learning policy discourse also demands contributions from social enquiry originated in the broader field of permanent education. The works of Paulo Freire and Ettore Gelpi, two of the most important authors who developed a critical perspective of permanent education may provide valuable resources for understanding what adult education has to offer in educating our way out of the current crisis. Both authors developed political pedagogies and dialectical approaches, which are central to critical studies. Inspired by the works of Freire and of Gelpi, this paper challenges the perspectives which argue that welfare state intervention has been the main source of the education crisis, that the withdrawal of the state can be a way of reviving individual learning, that the training of competent and useful human resources represents a strategy for crisis management and the promotion of economic competitiveness. On the contrary, it concludes that adult education in the light of a critical concept of permanent education is a key to the understanding of the crisis, and to ‘educating’ the crisis – a metaphor that both in a Freirian and Gelpian perspective stresses the importance of culture, work and social struggles for the transformation of the social world.

Against all odds: Peace education in times of crisis

Contexts of violent, intractable conflict such as those present in Israel, Nigeria, or Iraq represent times of severe crisis. Reducing the high indices of violence is very urgent, but the attempts of establishing peaceful arrangements in the short- or medium-term usually fail. Peace education, by contrast, is a long-term endeavor to resolve violent, intractable conflicts that aims at affecting moral stances that the conflicting parties take vis-à-vis each other. Unfortunately, however, peace education in times of severe crisis also faces many impediments. These impediments concern the agential, cultural, financial, and legal aspects of educative institutions within context of violent and intractable conflicts. Although these impediments strongly put into question the practice of peace education, this article shows that four reasons nevertheless strongly support this practice. These reasons refer to (1) humanity’s natural goodness, (2) the symbolic importance of peace education, (3) the peace-promoting experiences facilitated through peace education, and (4) peace education’s contribution to overcoming prejudices.

The Expenditures on Higher Education in Times of Crisis. Analysis of the Behavior of the Family Investment According to Social Class in the European Union

This paper begins with the observation of secondary data on investment and education in the context of the European Union member states and in the period of the years considered part of the economic crisis. The analysis provides evidence of the change in the purchasing power in the countries of the European Union on levels of expenditure in education, both public and private and, more specifically, on the behavior of private expenditure in tertiary education in order to examine if there is an educational class strategy to the economic crisis. This also leads us to point out some considerations on policies in education in terms of social equity.

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The European Union (EU) faces a deep crisis. Under the impression of economic troubles, wars in and around Europe (Ukraine, Syria) and an unprecedented immigration of refugees, political leaders try to muddle through the difficult times, while political extremists and anti-European forces suggest alleged solutions and divide the Union. In view of the crisis, citizenship education is often neglected, although it is a crucial measure for long-term stability, European integration and wealth. The education of young generations needs to be considered as a core challenge for the EU. It should provide political knowledge of history, institutions, actors and procedures of democracy in the nation states and the EU, democratic values and behaviour, skills to participate in a communicational public sphere. It should enable citizens to understand how democratic politics functions, what the core values of democracy are, how interests can be articulated and promoted in a European multi-level system and how political claims or projects can gain broader attention. How to reference this article Pausch, M. (2016). Citizenship Education in Times of Crisis . Foro de Educacion , 14(20), 3-9. doi: http://dx.doi.org/10.14516/fde.2016.014.020.001

Corpo/Realities in Times of Educational Crisis: Trauma, Consumption and Dialogue in Au Revoir Les Enfants

There are numerous Holocaust documentaries, novels, memoirs, and movies depicting the endangered lives of Jewish children during World War II. As viewers and readers, flipping the pages or watching the images onscreen forces us to consider our place in relation to those individuals who have seen the unthinkable. We consume their stories, their testimonies – their vivid remembrances which transcend the place and space of fading-memories to become re-imagined, and lived-again through the painful acts of telling. We become witnesses to the stories told by these witnesses of true horrors (Felman & Laub, 1992). Louis Malle's (1987) film Au Revoir Les Enfants forces us, as viewers, to undertake this difficult task through the eyes of a nearly-silent protagonist – a Jewish boy named Jean Kippelstein, hidden in a private Catholic school in Vichy France by the school's headmaster, Father Jean, in 1944. The relations between Father Jean and his pupils are all complex and unravel over the course of the narrative, culminating in a final tragic scene with fatal consequences.I contend that for filmic testimonies such as Au Revoir Les Enfants, the body of the endangered Jewish child is the operational and educational site of trauma. The narrative is fully able to “make the suffering body the small, focused universe of the tormented and a vehicle for rendering unimaginable experience tangible to readers” (Vickroy, 2002, p. 33) as it stands-in for an immeasurable collective experience. Describing acts of consumption signposted throughout the film, I assert that Au Revoir Les Enfants stands in as a social and bodily topography of education in times of crisis. The film works subtly to remind us that the trauma of the Holocaust is a collective as much as personal experience; it forces viewers to construct an ethical and critical consciousness about events otherwise washed away through time, dangerously finding redemption through history's fading memory.Taking place in a school where bodies are literally made uniform by dressing alike, the body of the Jewish child stands out as the site of displacement, dysfunction, perhaps even dys-embodiment –embodiment that is not quite right, that is called into view and put into harm's way. Bodies in this film are writ large in the classroom and become the site/sight of education about the im/possibilities of universalizing the bodily experience. Treatments of the body become visceral narratives that tie together layers of national and personal trauma. Employing Leder's (1990) argument about the dis-appearing/dys-appearing body, I interrogate the filmic signposting the body as simultaneously consumer and consumed, excessive and grotesque, and ultimately, wholly transgressive.However, I also suggest that films such as Au Revoir Les Enfants remind us about the possibility of opening up the educational dialogic (Buber, 1947/2002) on account of the body's powerful, central place. This is not to say that the transgressive body can be saved; rather, that the film forces a reflection about the possibilities of learning about alternate life experiences – including danger, death, and disability – through the bodily conditions inseparable from those who experience them. To that end, the relationships in the film illustrate both the possibilities and failures of the dialogic within education at its most vulnerable times and in its most endangered spaces.

Resultados, Aprendizajes y Perspectivas de la Plataforma PEPE como Contribución a la Educación Escolar

Presented here is a summarized and critical report which discusses the process and results of the Project Rompiendo la brecha digital para un uso significativo de las TIC en establecimientos educacionales: Plataforma de Entornos Pedagogicos Especializados (PEPE). The Project was executed between 2009 and 2011, primarily in Los Lagos region, Chile. With the empiric results that evidence improvements in the levels of students' performance, in language and mathematics, the focus is mobilized from a platform centered on contents, to the process of collaboration in a community of learning. On the whole, the epistemic transition is given by the advancement from the individual to the collective. This transition cannot be understood except as a sign of contemporary in a society that interrogates itself about education in times of crisis.

Reflexión pedagógica: crisis y razón de la práctica docente como ejercicio crítico

Forcing us to take a deeper look, through critical reflection, at the different faces of the crisis and of education gives us the opportunity, at this momento, to try to get answers to who that presents himself as a teacher, not so much from one more question, but from the fundamental question which is the link and responsibility between what is done in the classroom and the way that practice helps achieve the purpose of a qualified democratic education. In this sense, we can ask: is there an education in times of crisis, which is different from what is institutionalized in other periods? or, in other words, what is the purpose of is education in times of crisis?

Citizenship under Fire: Democratic Education in Times of Crisis (review)

Citizenship under Fire: Democratic Education in Times of Crisis (review)