Bushcraft education as radical pedagogy

The way in which the “traditional” system of education ends up deflecting people's attention from the things that make us, human beings, a whole, a species, and a unity, is constantly and ascendingly challenged and thought against. Currently, we need to find out what features of the former educational system, especially those institutionalized, maintained by the school and society, are highlighted here to be eliminated and what is their authentic value in the system. In the present approach, we will refer, as an example, to religious education. These characteristics that we intend to discuss here do not target a “radical” pedagogy but question the educational system in relation to the inclusion-exclusion binomial. The stereotype, bias, and pretentious choices strained by exclusivism through education actually dehumanize us and stress on features that do not honor us. Is it possible to ever lose them along with all their harmful social consequences?

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Leading with love and hospitality: applying a radical pedagogy to LIS

Information and Learning Sciences ◽

10.1108/ils-06-2018-0054 ◽

2019 ◽

Vol 120 (1/2) ◽

pp. 119-132 ◽

Cited By ~ 2

Author(s):

Nicole A. Cooke

Keyword(s):

Classroom Management ◽

Teaching And Learning ◽

Information Science ◽

Library And Information Science ◽

Ethnographic Case Study ◽

Radical Pedagogy ◽

Content Type ◽

Information Professionals ◽

Practical Implications

Purpose This paper aims to suggest that classroom instructors should reflect and revise their pedagogy to lead a classroom designed to produce future information professionals who will be prepared to serve their communities in a radical way. Design/methodology/approach The paper reviews the literature related to radical and humanizing pedagogies and then features an auto ethnographic case study which details how the author implemented some of the strategies. Findings Formal study of pedagogy can improve the library and information science (LIS) teaching and learning process. Practical implications Examining pedagogy in a formal way yields concrete suggestions for improving classroom management and content delivery. Social implications Using a radical pedagogy can improve relationships between teachers and learners, and learners will be able to model the classroom strategies in their own professional practice. Originality/value The study builds upon current examples of radical practice in the field and examines how such practices can be instilled even earlier in LIS graduate classrooms.

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Discourse and Recognition as Normative Grounds for Radical Pedagogy: Habermasian and Honnethian Ethics in the Context of Education

Studies in Philosophy and Education ◽

10.1007/s11217-012-9285-8 ◽

2012 ◽

Vol 31 (2) ◽

pp. 137-152 ◽

Cited By ~ 15

Author(s):

Rauno Huttunen ◽

Mark Murphy

Keyword(s):

Radical Pedagogy

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Recepcja idei postmodernizmu w pedagogice radykalnej Petera McLarena

Chowanna ◽

10.31261/chowanna.2020.54.07 ◽

2020 ◽

Vol 54 (1) ◽

pp. 1-37

Author(s):

Wojciech Kruszelnicki

Keyword(s):

Discourse Analysis ◽

Social Theory ◽

Status Quo ◽

General Level ◽

Class Relations ◽

Capitalist Class ◽

Radical Pedagogy ◽

Postmodern Theory ◽

Social Struggle ◽

The Status

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.

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