Emancipatory Education Research Articles

The German Logic of Emancipation and Biesta's Criticism of Emancipatory Pedagogy

ABSTRACTGert Biesta has criticized Anglo‐American and German models of emancipatory education. According to Biesta, emancipation is understood in these models as liberation that results from a process in which a teacher transmits objective knowledge to his or her students and cultivates student capabilities. He claims that this so‐called modern logic of emancipation does not lead to freedom because it installs inequality, dependency, and mistrust in the pedagogical relationship. In this article, Antti Moilanen and Rauno Huttunen analyze whether German models of emancipatory education share the modern logic of emancipation and if they can escape Biesta's criticisms. For this purpose, they interpret Biesta's critique of the modern logic of emancipation and explicate central ideas related to the German models of critical education. They also compare the modern logic of emancipation to the German one, and they then assess German models of emancipatory pedagogy from the viewpoint of Biesta's criticisms. Moilanen and Huttunen conclude that the German models of emancipatory education present at least a partial alternative to the modern logic of emancipation. Despite this, the German models are based on the idea of education as cultivation. Because Biesta criticizes the theory of education as cultivation, it is possible to conclude that he would not accept the German models of emancipatory education. However, the German models of critical pedagogy provide answers to the following question: how can students achieve independence in the pedagogical relationship? When students take part in designing educational processes, they are summoned to assess the validity of the taught knowledge, and they practice independent decision‐making at school; the pedagogical relationship, based on authority, can foster student self‐determination.

Indigenous language curriculum revival: an emancipatory education analysis of Taiwanese Indigenous language policy and textbooks

ABSTRACT Objective Taiwan recently published new language education policy documents and Indigenous language textbooks to support the emerging Indigenous language revitalization initiative. Thus, this study investigates how these current Indigenous policy documents and textbooks portray Indigenous agency and also examine how their contents construct Indigenous emancipatory viewpoints. Research Design To examine the Indigenous emancipatory goal in the textual data, this study incorporated themes of critical consciousness about Indigenous experiences, voices, and actions from Paulo Freire’s emancipatory theory for textual analysis. Methods/Procedures The textual analysis was informed by Freirean theory to examine two language policy documents and 48 Indigenous language textbooks. Indigenous critical consciousness of voices, experiences, and actions in the data were examined to reveal Indigenous emancipatory themes. Results Results demonstrate discrepancies within both the policy and textbooks concerning Indigenous emancipatory themes. While Indigenous language policies and textbooks advocate Indigenous sovereignty, there is a simultaneous insertion of mainstream and values juxtaposed with an Indigenous viewpoint. Conclusion The policies and textbooks embed conflicting Indigenous and mainstream viewpoints. They also construct an inconsistent critical consciousness of Indigenous experiences, voices, and actions. From the policy and textbook analysis, implications for future policy and textbook revisions concerning Indigenous language education are explored.

Decolonizing digital learning design in social work education. A critical analysis of protocol practice for cultural safety and cultural capability

ABSTRACT Many universities situate digital learning and embedding Indigenous perspectives as key dimensions for educational transformation. Internationally, recognition of the rights of Indigenous peoples in relation to education, culture, and knowledge holds universities accountable to social justice goals and educational design can contribute to the realization or failure of this endeavour. Applying protocol is an internationally recognized method for scaffolding cultural safety, building cultural capability, and demonstrating accountability. However, protocol applied specifically to digital learning is not yet widely developed and at the same time, non-Indigenous educators need cultural capability for the codesign with Indigenous people, of digital learning. To scaffold this development of cultural safety practices and capability in codesigning digital learning in social work, this article presents the case that critically reflexive approaches to applying protocol will better support decolonizing practices. A systematic review of research and policy literature generates key considerations for protocol use by non-Indigenous social work educators. Findings provide critical insights to activate practices that realize the transformational potential of protocol for decolonizing digital learning design. This research demonstrates how social work educationalists can provide leadership in the development of critically reflexive approaches to protocol practice to achieve emancipatory digital education.

A IMPLANTAÇÃO DO EJATEC NA REDE ESTADUAL DE SÃO PAULO: MAIS UM ATAQUE À EDUCAÇÃO DE JOVENS E ADULTOS TRABALHADORES

This article presents an analysis carried out on recent educational policies implemented in the state system of basic education in Sao Paulo, specifically those aimed at aligning Youth and Adult Education with the principles of the Secondary Education Reform. From a theoretical discussion supported by the conceptions of critical pedagogy, we analyzed the documents and official normative guidelines of Seduc-SP for the implementation of EJATEC in schools. We conclude that this is another attack on the right of the working class to education, insofar as it submits it even more to privatist interests, whose objectives go against what is expected of an emancipatory education.

EDUCAÇÃO NA SOCIEDADE DA INFORMAÇÃO: CONTRIBUIÇÕES PARA UMA PRÁTICA EMANCIPATÓRIA

This article deals with education in the context of the information society, aims to identify challenges that fall on the educational field, especially with regard to the instrumentalization of education by capital, the implications that affect the training and teaching performance, as well as the influences of expansion information and communication technologies, reverberating in the current ways of conceiving educational processes. These challenges are evidenced in the light of Critical Theory, more specifically supported in the conceptual categories Bildung (formation) and Halbbildung (semiformation) by Adorno, in the essay Theory of Semiculture (2005). It comprises a bibliographic research, of an analytical character, which made it possible to dialogue with scholars from Theodor Adorno and from Critical Theory, defending the discussions around institutionalized semiformation and the failure of training in the face of the interferences of the cultural industry, as a way to resist oppressive forces and standardization requirements imposed by the current order. Believes that education in the information society is, in many respects, linked to neoliberal economic and ideological interests, resulting in semitraining, compromising the true mission of school education and of human training, resulting in semi-training, devaluation and emptying of importance of the educational institutions and your professionals. It concludes that utilitarian and pragmatic education contributes to the permanence of a social arrangement that leads subjects to critical inability, loss of identity, submission, insensitivity towards themselves and others, regression and limitation of human potential, that once alienated prevents the break with the processes of manipulation and standardization of behaviors that lead to barbarism. Keywords: Education. Information society. Formation Semiformation. Emancipatory education.

‘Manly’ and effeminate, wretched and whole: formulating gender identity through stills and film

This case study discusses a personal-political process of formulating gender identity in heteronormalized academic spaces through photography and film. This process, by a former high school art student, presently an undergraduate film student in Israel, reflects interfaces between critical visual literacy and critical emancipatory pedagogy. In analyzing this process, Bell hooks' concept of the oppositional gaze is expanded and applied to examine the artworks and their public presentation as a site of resistance for LGBTQs in heteronormative academic spaces, in the context of the Israeli myth of masculinity.

Education and the Postmodern Subject in Neoliberal Society and the Possibilities of Emancipation by Paulo Freire’s Pedagogy

Background: In a society increasingly marked by the logic of contemporary capitalism, education becomes an instrument for the reproduction of alienated labour forces. Objectives: To provide an overview of the characteristics of subjectivity and attitudes of the postmodern subject based on the studies of Fredric Jameson and David Harvey; unveiling the development of techniques for producing more effective ways of subjecting the company culture to neoliberal rationality described by Pierre Dardot and Christian Laval and their influences on the formation of contemporary identities; reflect on the role of education, in particular of scientific education, in overcoming the state of alienation brought about by the capitalist system of neoliberal societies. Design: Articulation between exploratory and bibliographic research, articulated with the theoretical frameworks of Paulo Freire’s critical theory and pedagogy. Settings and Participants: Given the typology of the research carried out, articles, books and documents about the capitalist system in neoliberal societies, the educational legislation and Paulo Freire’s pedagogy. Data Collection and analysis: Critical reflection on the texts consulted and included in the research. Results: There is a relationship between the subjects constituted from the marketing logic and the role of the school as a reproducer of mechanisms of subjugation to the hegemonic capitalist system; there is also the business and industrial influence in the development of educational policies throughout the history of education. Conclusions: As a possibility of transforming this scenario of alienation from the educational system to hegemonic power, the Freirean conception of emancipatory critical humanist education is presented, in addition to the reproduction of capitalist logic, based on the awareness of subjects based on dialogical pedagogy and the appropriation of the scientific knowledge as a transformer of reality.

Engaging with Dewey’s Valuation in Religious Education to Enhance Children’s Spirituality for Democratic Life

In this paper, we want to address how the educative growth of children’s spirituality within religious education can be better understood through Dewey’s theory of valuation. We would like to draw attention to the link between an education for authentic spirituality and the pursuit of a genuine democratic life, because education, even religious education, is always political. In doing so, we point to the urgency and importance of fostering spiritual education for children in the face of the current rise of authoritarianism throughout the world and the demise of authentic democratic life. In order for genuine democracies to survive and thrive, their citizens must be educated. Unlike indoctrination and propaganda, which control populations through manufacturing public opinion by which individuals are compelled to comply to an officially approved consensus, education is emancipatory by offering opportunity for dissensus. Emancipatory education enables individual citizens to initiate and participate in activities at the grass-roots level that pursue public and global goods, without waiting to be led by various authorities. Such an educated way of being, which is essential for democratic life, requires young people to be educated spiritually so that they are able to transcend the pressures to conform to public consensus and the will of authoritarianism, and instead to actively live their spirituality by undertaking activities that pursue the good, even when such activities are deemed to dissent from public opinion.

EDUCAÇÃO POPULAR NA PARAÍBA: MEMÓRIA E HISTÓRIA DO SEDUP

The paper presents the adversities and contributions of the Popular Education Service (SEDUP) to the Popular Education movement in Paraiba, evidenced by its history and memory in two periods, that of resistance to military authoritarianism and the democratic transition, which corresponds to the decades 1980 and 1990. The research has a qualitative type, with the investigation carried out through documentary sources. In its trajectory, SEDUP developed a popular educational action, with subaltern classes with all their diversity, and belonging to rural and urban territories, starting from an emancipatory education perspective.

Epistemologia, emancipação e educação em perspectiva adorniana e decolonial

Este artigo toca nas convergências e divergências entre algumas das ideias do teórico crítico Theodor Adorno e as de alguns pensadores decoloniais, além de examinar como esse encontro alberga o conceito de educação emancipatória. No decorrer do texto, um apanhado de conceitos centrais de Adorno será posto em diálogo com alguns dos postulados de pensadores da decolonialidade, com principal foco nas ideias de epistemologia, emancipação e educação. Realizando esse trabalho, espera-se entender no que Adorno corrobora a decolonialidade, no que esta ajuda a reexaminar na obra do filósofo alemão, e, enfim, vislumbrar o projeto de uma educação emancipatória com elementos de ambas as fontes.

A Look at Latin American Epistemology and Pedagogical Mediation in the Teaching of Science in General

The critical analysis of traditional and Latin American epistemology allows building a frame of reference that helps to understand the current educational situation. The marked globalization trend in the teaching and learning processes has helped to increase the social gap since colonial times. The development of autochthonous culture permits the creation of a Latin American conscience that allows basing the educational processes on the traditions and not on the imposed Western epistemology. In this way, critical and emancipatory pedagogy allows us to design a learning process that fosters the development of social, cultural, and scientific skills that support the evolution of the country. With this epistemological basis, it is possible to work with a critical didactics in the teaching of science that allows opening new models of pedagogical mediation, achieving a comprehensive and equitable education.

Emancipatory education: an approach between the concepts of Paulo Freire and István Mészáros

In the present article with a qualitative approach, there will be a debate about the common points in the assumptions of Paulo Freire and István Mészáros about education. To this end, at first, the presentation of the authors and their main contributions to the field were made. Through the use of concepts and categories emerging from the Marxian work, the authors choose education as a political act and, therefore, capable of transforming reality. It is understood that the subjects inherit the social conditions that were transmitted to them in a previous way and act according to the concrete possibilities of material life, which will compose the cycle of transmission, giving continuity to the social process and the history of humanity. In this perspective, Paulo Freire and István Meszáros defend the promotion of education as an emancipatory instrument for the subjects, process initiated by the recognition of men in the face of historical, economic and social conditions. In the year of the celebration of Paulo Freire's centennial, this article presents itself as an invitation: an invitation to the fight for education, respect, recognition and appreciation of Education workers.

Emancipatory Pedagogy and Canadian Radical Humanities Programs

Emancipatory Pedagogy and Canadian Radical Humanities Programs

Klaus Mollenhauer: Emancipation, Bildung and six questions for education

Klaus Mollenhauer (1928–1998) is one of the most important German theorists of education in the postwar era. Mollenhauer is often remembered in Germany today for his first book titled Education and Emancipation: Polemical Sketches, but he received international renown for his final monograph, Forgotten Connections: On Culture and Upbringing. Although Mollenhauer characterized Forgotten Connections as actually working to move towards a more “substantial conception of emancipation,” many of his followers and colleagues such as Kaufmann et al. saw it as nothing less than an act of “infidelity to those who had taken on his emancipatory pedagogy” ( Kaufmann et al., 1991 : 86). In the light of these differences in emphasis and interpretation, this paper provides an overview of Forgotten Connections that (following Wivestad and Saevi) sees it as presenting six main questions and themes—ranging from “Why do we have children” to “How can we respect and draw out a child’s inherent character?” However, in doing so, this paper simultaneously traces Mollenhauer’s own efforts to develop a more substantial concept of personal and political emancipation in this text.

Organizing workers and machine learning tools for a less oppressive workplace

Machine learning tools are increasingly infiltrating everyday work life with implications for workers. By looking at machine learning tools as part of a sociotechnical system, we explore how machine learning tools enforce oppression of workers. We theorize, normatively, that with reorganizing processes in place, oppressive characteristics could be converted to emancipatory characteristics. Drawing on Paulo Freire’s critical theory of emancipatory pedagogy, we outline similarities between the characteristics Freire saw in oppressive societies and the characteristics of currently designed partnerships between humans and machine learning tools. Freire’s theory offers a way forward in reorganizing humans and machine learning tools in the workplace. Rather than advocating human control or the decoupling of workers and machines, we follow Freire’s theory in proposing four processes for emancipatory organizing of human and machine learning partnership: 1) awakening of a critical consciousness, 2) enabling role freedom, 3) instituting incentives and sanctions for accountability, and 4) identifying alternative emancipatory futures. Theoretical and practical implications of this emancipatory organizing theory are drawn.

Theoretical and research achievements of critical pedagogy in Poland

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.

P0311 / #1170: THE AUTONOMY OF THE NEONATAL NURSE IN THE PERSPECTIVE OF EDGAR MORIN’S COMPLEX THOUGHT

Aims & Objectives: Aims and objectives: The autonomy of the nurse is linked to their self-management capacity, based on their technoscientific knowledge, problem-solving ability in complex situations and their work towards qualified care. This study aims to reflect, from the Complex Thought interface, on the nurse’s autonomy in the neonatal nursing practice. Methods: This is a critical reflection on the neonatal nurse’s performance, in the light of the Complex Thought, and the relationship with that specialist nurse’s autonomy in the daily practice of the neonatal scenario. Results: Reflection/Results: the application of the complexity in the neonatal nursing practice proposes an emancipatory education and performance, precisely because it favors the reflection of the day-to-day, questioning, and social transformation. Conclusions: a new attitude of the neonatal nurse is proposed, as the protagonist of their role and functions towards the institution and society. Showing, in that way, their ability to reflect on their practice, technical importance and relevance in the health services, which will result in their search for autonomy.

Possíveis reverberações para emancipação e representação cultural latino-americana (des)compassos a partir de perspectivas decoloniais

As perspectivas decoloniais visam a despertar um olhar de dentro à América Latina, partindo de uma abordagem que se distancie dos ideais e das hegemonias eurocêntricas e estadunidenses, como uma condição libertadora, em diálogo com uma pedagogia crítica e emancipatória. O objetivo deste artigo é refletir sobre algumas iniciativas artísticas e alguns projetos culturais, em diferentes linguagens e estéticas, que despertem para a valorização, o reconhecimento e fortalecimento das expressões latino-americanas. Para tal, além de discutir as perspectivas decoloniais e emancipatórias, intenta dialogar acerca das implicações decorrentes dos dispositivos tecnológicos e de sua relação com a educação informal, bem como a cultura de massa e sua relação com as práticas artísticas e educação popular, manifestadas em seus espaços. No final, percebe-se como estão articulados os diferentes conhecimentos e saberes epistêmicos e culturais, e o quão ricas são as representações e significações artísticas na América Latina em suas relações de contextos sociais.

Integrative Behavioral Health (IBH) Model at the Intersections of the Philippine Mental Health Law, Education, and Policy: For COVID-19 Recovery and Beyond.

The COVID-19 pandemic has impacted the mental health of Philippine citizens. The authors propose the Integrative Behavioral Health (IBH) model to help facilitate the country’s eventual recovery from a health psychology perspective. Findings were integrated from a faculty consultation from a private university’s psychology department, a literature review, and a survey of students who are learning online. The survey results revealed that living with family members negatively correlated with readiness to learn online, r = −.37, p < .05. Further research is needed. Furthermore, combining themes gathered from the consultation, literature review, and variables used from the survey served as anchor words for the IBH model: 1. Emancipatory Education; 2) Filipino Psychology; 3) Contextualization; 4.) Philippine Mental Health Law; 5). Symptom Science; and 6) Social Determinants of Health (SDH). The constructs were implemented into an online health psychology course. The proposed curriculum design provides for an effective mental health response towards post-pandemic recovery.

ENSINO MÉDIO E EDUCAÇÃO PARA AS MÍDIAS NA MODERNIDADE LÍQUIDA

O presente artigo, de caráter teórico-conceitual, aborda a relação entre educação para as mídias e a modernidade líquida, apontando a dialogicidade e a interdisciplinaridade como caminhos possíveis para o estabelecimento de um processo de ensino-aprendizagem acerca da temática com jovens estudantes do Ensino Médico. Este estudo apresenta referencial teórico estruturado sobre os conceitos de diálogo e dialogicidade de Paulo Freire e das condições de liquidez e fluidez das sociedades modernas de Zygmunt Bauman, contextualizadas a partir do momento atual da sociedade, especificamente no âmbito da escola de nível médio direcionada à educação dos jovens. Nas considerações apontamos a viabilidade da dialogia e da interdisciplinaridade freiriana enquanto caminho para uma educação para as mídias integrada à realidade e receptiva às mudanças e atualizações contínuas do conhecimento demandadas pela modernidade líquida, oferecendo uma proposta de educação emancipatória e libertadora a partir da integração entre escola e todos os tipos de mídias disponíveis.