Toward an Empowerment Model of Community Education in China

2022 ◽  
pp. 074171362110622
Author(s):  
Yong Zhang ◽  
Douglas D. Perkins
Keyword(s):  
Latin American ◽  
Community Education ◽  
Popular Education ◽  
Learning Society ◽  
Community Needs ◽  
Education Community ◽  
Nontraditional Schools ◽  
Empowerment Model ◽  
Combined Models ◽  
Education In China

We define community education as organized lifelong learning through voluntary participation in collective efforts to critically address both individual and community needs. Community education has roots in European folk schools, United States participatory democracy, and Latin American “popular education.” Community education developed more recently in China in response to Learning Society and Lifelong Education policy. We present a new framework of community education that includes a theoretical component, emphasizing learning and participation principles. The organizational component includes traditional and nontraditional schools and other local organizations engaged in community education. The program component includes community service, empowerment, and combined models. We also apply the framework to an ecological-psychopolitical model of community education, which considers multilevel (individual, organizational, community/societal) processes of liberation or empowerment across four environmental domains or forms of capital: sociocultural, physical, economic and political. We conclude by examining two brief ethnographic case studies of community education in Shanghai, China.

Strategies to identify intercultural competences in community instructors

2018 ◽  
Vol 12 (4) ◽  
pp. 330-342 ◽  
Author(s):  
Marcela Georgina Gómez-Zermeño
Keyword(s):  
Community Education ◽  
Mother Tongue ◽  
Indigenous Education ◽  
Content Type ◽  
Intercultural Skills ◽  
Intercultural Competencies ◽  
Education Community ◽  
Indigenous Children ◽  
Case Type ◽  
Teaching Learning

Purpose The purpose of this study is to identify intercultural competencies in community instructors who serve in CONAFE in Chiapas, México. Design/methodology/approach The study applied a mixed methods method, based on an ethnographic design with a naturalistic approach. The quantitative instrument was applied to 119 community instructors; from these participants, four interviews were conducted with a sample of case-type participants, and four cases are presented. Findings The results show differences between community instructors who demonstrate intercultural skills and those who require developing them. It is concluded that teachers should receive training that strengthens their intercultural competences to enable indigenous children to take advantage of the knowledge they acquire in their community and the pedagogical advantage offered by the use of their mother tongue in the teaching–learning process. Originality/value This educational research about intercultural competences in the field of indigenous education, community education and intercultural education provides significant learning that advances the understanding and appreciation of cultural diversity.

Worker and Community Ownership as an Economic Development Strategy: Innovative Rebirth or Tired Retread of a Failed Idea?

2020 ◽  
Vol 34 (4) ◽  
pp. 325-342
Author(s):  
Jason S. Spicer
Keyword(s):  
Economic Development ◽  
Development Strategy ◽  
Early Stage ◽  
Historical Analysis ◽  
Popular Education ◽  
Community Capacity ◽  
Community Ownership ◽  
The Past ◽  
Education Community ◽  
State And Local

A generation ago, American state and local experiments with worker and community ownership appeared unsuccessful. Does their current revival offer anything new to the field of economic development or is this merely a tired retread of a failed idea? Using historical analysis, case studies, and interview data from three U.S. regions, the author analyzes the current range of initiatives that seek to remove impediments, stimulate development, and provide direct technical and financial support to worker and community-owned enterprises. The author also identifies how these efforts differ from those in the past, with respect to scope, scale, and success orientation. Collectively, these differences suggest a focus on engaging with, rather than escaping from, market-based economic development. Key challenges are also identified: popular education, community capacity, competitive pressure, early-stage financing, and managing political content. While too early to assess outcomes, these differences suggest the possibility of more substantial results than in the past.

In My Opinion: A Call for Early Intervention for Mathematically Gifted Elementary Students: A Russian Model

2007 ◽  
Vol 13 (5) ◽  
pp. 280-284
Author(s):  
Yong S. Colen
Keyword(s):  
Elementary Students ◽  
School Level ◽  
National Council ◽  
Mathematically Gifted ◽  
Community Needs ◽  
Education Community ◽  
Secondary School Level ◽  
Russian Mathematics ◽  
News Bulletin ◽  
Talented Students

In the July–August 2005 issue of the NCTM News Bulletin, Cathy Seeley, president of the National Council of Teachers of Mathematics at that time, affirmed that “students deserve, and society demands, that we also support and advance our most able students” (p. 3). This article supports her call by examining U.S. gifted programs for elementary students, the needs of mathematically talented students, and an advanced Russian mathematics lesson that demonstrates what is possible when precocious elementary students are provided an opportunity to think critically. For mathematically gifted elementary students to achieve a higher plane of mathematical learning, the education community needs to foster their ability much earlier than at the secondary school level, as is traditional; rather, elementary schools should be created specifically for these students.

scholarly journals Pedagogias do Sul e subjetivação política: Os Bachilleratos Populares na Argentina como parte dos “movimentos pedagógicos latino-americanos"

2018 ◽  
Vol 26 ◽  
pp. 86
Author(s):  
Shirly Said
Keyword(s):  
High Schools ◽  
Young People ◽  
Latin American ◽  
Popular Education ◽  
Pedagogical Knowledge ◽  
Education For All ◽  
Right To Education ◽  
Significant Expression ◽  
The Right ◽  
Social Sectors

In this article we recover the perspective of the sociology of emergencies and link the proposal of decolonial thinking with critical Latin American pedagogies. With this conceptual framework, and going through different conceptions of political subjectivation, we propose to approach the experience of People´s High Schools for Young People and Adults in Argentina (BPJA, for its acronym in Spanish) as part of the Latin American pedagogical movements oriented to the critical reconstruction of pedagogical knowledge. The BPJA are high schools for young people and adults that work in a self-managed way within the framework of territorial organizations and recovered factories, and carry out a political-pedagogical project linked to popular education with an emancipatory horizon. They demand that the State guarantees the right to education for all social sectors, while defending the political and pedagogical autonomy of their curriculum. Within the new social, political and -therefore- pedagogical ways of construction of various Latin American social movements, we propose that the BPJA are a significant expression of the gestation of emerging alternatives, which with great creative and self-reflective potential have managed to stress certain traditional forms of education, orienting themselves to the formation of political and critical subjects, and transforming themselves into collective pedagogical subjects.

scholarly journals A educação ambiental popular: contribuições em práticas sociais

2018 ◽  
Vol 2 (1) ◽  
pp. 60
Author(s):  
Tiago Zanquêta de Souza
Keyword(s):  
Environmental Education ◽  
Latin American ◽  
Social Practice ◽  
Popular Education ◽  
Social Practices ◽  
American People ◽  
Critical Perspective ◽  
Daily Lives ◽  
Educational Praxis ◽  
Sobre Todo

ResumoEste artigo tem como objetivo apresentar uma reflexão em torno da educação ambiental popular, a partir de uma perspectiva histórica e crítica, como uma corrente teórica que pode orientar diferentes práticas sociais, escolares ou não, à elaboração de uma práxis educativa que prime pela libertação de mulheres e homens, pela construção de sua emancipação e, acima de tudo, pela transformação da realidade injusta, opressora e excludente tão presente na cotidianidade do povo latino-americano. Para isso, parto de um breve estudo em torno da origem da educação ambiental popular, a fim de evidenciar as convergências históricas entre a educação ambiental e a educação popular, para em seguida, refletir em torno da macrotendência da educação ambiental crítica.Palavras-chave: Prática Social. Educação Ambiental Crítica. Educação Popular.Popular environmental education: contributions in social practicesAbstractThe objective of this article is to present a reflection on popular environmental education, from a historical and critical perspective, as a theoretical current that can guide different social practices, school or not, to the elaboration of an educational praxis that emphasizes the liberation of women and men, for the construction of their emancipation and, above all, for the transformation of the unjust, oppressive and exclusive reality so present in the daily lives of the Latin American people. For this, a brief study is presented on the origin of popular environmental education, with the aim of highlighting the historical relations between environmental education and popular education. Then, reflections on the macro-trends of critical environmental education are presented.Keywords: Social Practice. Critical Environmental Education. Popular Education.La educación ambiental popular: contribuciones en prácticas socialesResumenEste artículo tiene como objetivo presentar una reflexión en torno a la educación ambiental popular, desde una perspectiva histórica y crítica, como una corriente teórica que puede orientar diferentes prácticas sociales, escolares o no, a la elaboración de una praxis educativa que prima por la liberación de mujeres y hombres, por la construcción de su emancipación y, sobre todo, por la transformación de la realidad injusta, opresora y excluyente tan presente en la cotidianidad del pueblo latinoamericano. Para ello, parto de un breve estudio en torno al origen de la educación ambiental popular, a fin de evidenciar las convergencias históricas entre la educación ambiental y la educación popular, para luego reflexionar en torno a la macro tendencia de la educación ambiental crítica.Palabras clave: Práctica Social. Educación Ambiental Crítica. Educación Popular.

scholarly journals Por uma pedagogia decolonial na América Latina: Convergências entre a educação popular e a investigação-ação participativa

2018 ◽  
Vol 26 ◽  
pp. 84
Author(s):  
João Colares da Mota Neto
Keyword(s):  
Latin America ◽  
Action Research ◽  
Participatory Action Research ◽  
Latin American ◽  
Social Scientist ◽  
Popular Education ◽  
Paulo Freire ◽  
Participatory Action ◽  
America Latina ◽  
Decolonial Pedagogy

The article analyzes possibilities of convergence between popular education and participatory action research, taking as a reference the thought of the Brazilian pedagogue Paulo Freire and the Colombian social scientist Orlando Fals Borda. In particular, it examines these convergences in order to identify elements for the constitution of a decolonial pedagogy in Latin America. It is a research inserted in the field of the comparative history of Latin American social thought, using as primary sources several works of Paulo Freire and Orlando Fals Borda. The article defends the argument that the convergence between popular education and participatory action research is one of the most fruitful, creative and instigating intellectual contributions ever produced in Latin America, capable of pointing to a decolonial pedagogy that confronts intellectual colonialism, Pedagogical traditionalism and the authoritarianism of modern-colonial science. 

CULTURAL TRANSLATION BEYOND AN INTERDISCIPLINARY EXIT, A MEETING OF KNOWLEDGE

2021 ◽  
Author(s):  
Ana Hernández Espino ◽  
Keyword(s):  
Latin American ◽  
Popular Education ◽  
Educational Policies ◽  
Cultural Translation ◽  
Historical Evolution ◽  
Educational Framework ◽  
Popular Knowledge ◽  
Neoliberal Policies ◽  
Intercultural Conflicts ◽  
Different Cultures

In a context of intercultural conflicts, of exclusive educational policies, it is necessary to create inclusive perspectives, enabling coexistence between different cultures. A Latin American educational framework rooted in neoliberal policies restricts creative gazes. Two doctoral researches carried out with a perspective of Popular Education, one in Mexico, Costa Rica, Argentina and Uruguay and another on a specific experience in Uruguay show the potential of the emancipatory component. His socio-historical analyzes link the educational proposals with the historical evolution of their problems in relation to their contexts. Cultural translation is presented as one of the potentialities, where weighted popular knowledge is rescued by groups. Some socio-community referents have skills to know, understand and translate the demands. A training obtained from the analysis of the experience and knowledge of the groups stimulates decolonization processes.

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