scholarly journals Liberation Theology and Critical Pedagogy in Today’s Schools: Social Justice in Action, by Thomas Oldenski

1998 ◽  
Vol 1 (3) ◽  
Author(s):  
Edward van Merrienboer
Keyword(s):  
Social Justice ◽  
Critical Pedagogy ◽  
Liberation Theology

scholarly journals Paulo Freire and Liberation Theology: The Christian Consciousness of Critical Pedagogy

2018 ◽  
Vol 94 (2) ◽  
pp. 246-264
Author(s):  
Peter McLaren ◽  
Petar Jandrić
Keyword(s):  
Social Justice ◽  
Critical Pedagogy ◽  
Liberation Theology ◽  
Paulo Freire ◽  
Social Justice Educator ◽  
Peter Mclaren

Paulo Freire und die Befreiungstheologie: Über ein christliches Verständnis von kritisch-revolutionärer PädagogikPeter McLaren, in den USA und weit darüber hinaus Gründungsfigur und Ikone einer kritisch-revolutionären Pädagogik, erläutert hier im Dialog mit Petar Jandrić indirekt seine eigene Position, indem er sie mit Paulo Freires Befreiungspädagogik und der südamerikanischen Befreiungstheologie konfrontiert und dabei seinen Ausgang von einem Marxschen Humanismus aufdeckt und sich selbst als einen »Marxist humanistic social justice educator« identifiziert.

scholarly journals Confronting repressive ideologies with critical pedagogy in science classrooms

2021 ◽  
Author(s):  
Wilton Lodge
Keyword(s):  
Social Justice ◽  
Science Education ◽  
Critical Pedagogy ◽  
Science Teaching ◽  
Classroom Discourse ◽  
Science Learning ◽  
Educational Practice ◽  
Political Activity ◽  
Science Classrooms ◽  
Free Process

AbstractThe focus of this response to Arthur Galamba and Brian Matthews’s ‘Science education against the rise of fascist and authoritarian movements: towards the development of a Pedagogy for Democracy’ is to underpin a critical pedagogy that can be used as a counterbalancing force against repressive ideologies within science classrooms. Locating science education within the traditions of critical pedagogy allows us to interrogate some of the historical, theoretical, and practical contradictions that have challenged the field, and to consider science learning as part of a wider struggle for social justice in education. My analysis draws specifically on the intellectual ideas of Paulo Freire, whose work continues to influence issues of theoretical, political, and pedagogical importance. A leading social thinker in educational practice, Freire rejected the dominant hegemonic view that classroom discourse is a neutral and value-free process removed from the juncture of cultural, historical, social, and political contexts. Freire’s ideas offer several themes of relevance to this discussion, including his banking conception of education, dialog and conscientization, and teaching as a political activity. I attempt to show how these themes can be used to advance a more socially critical and democratic approach to science teaching.

Liberation Theology and the Central America Solidarity Movement

2019 ◽  
pp. 95-126
Author(s):  
Sharon Erickson Nepstad
Keyword(s):  
Human Rights ◽  
Social Justice ◽  
Latin America ◽  
Central America ◽  
Liberation Theology ◽  
Latin American ◽  
Central American ◽  
Religious Movements ◽  
Revolutionary Movements ◽  
School Of The Americas

This chapter examines the conditions that fostered liberation theology in Latin America. The chapter provides a brief overview of liberation theology’s central themes and how it fueled revolutionary movements in Central America, particularly in Nicaragua, El Salvador, and Guatemala. It surveys the Catholic hierarchy’s responses, ranging from sympathy to condemnation, and highlights several US religious movements that expressed solidarity with Central American Catholics who were fighting for social justice. These organizations included Witness for Peace, which brought US Christians to the war zones of Nicaragua to deter combat attacks, and also Pledge of Resistance, which mobilized tens of thousands into action when US policy toward the region grew more bellicose. Finally, the chapter describes the School of the Americas Watch, which aimed to stop US training of Latin American militaries that were responsible for human rights atrocities.

scholarly journals Democratizing politics and politicizing education: Critical pedagogy for active citizenship in the Taiwanese Sunflower Movement

2020 ◽  
pp. 174619792091560
Author(s):  
Spyros Themelis ◽  
Tao-Chen Hsu
Keyword(s):  
Social Justice ◽  
Critical Pedagogy ◽  
Critical Consciousness ◽  
Student Participation ◽  
Student Activism ◽  
Student Movement ◽  
Civic Responsibility ◽  
Active Citizenship ◽  
Social Significance ◽  
The Relationship

This article is the first to employ a Freirean framework to discuss the Taiwanese Sunflower Student Movement and its political, pedagogical and social significance. We analyse lecturers’ and students’ perspectives and experiences of civic responsibility in order to explore the relationship between critical pedagogy and student participation in the movement. The latter is an important development in politics and student activism, as it touched the lives of an entire generation of young Taiwanese and highlighted the value of active citizenship in the fight to improve democracy as praxis for social justice. This article makes a threefold contribution: first, it adds to our understanding of the processes through which movement participants cultivate their critical consciousness; second, it offers a new angle on a politically significant moment in Taiwanese history; and third, it uses this movement to illuminate forms of oppression that exist in society and education and ways to transform it.

Building Online Knowledge Societies for Lifelong Learning

2011 ◽  
pp. 208-227
Author(s):  
Gulsun Kurubacak
Keyword(s):  
Social Justice ◽  
Critical Pedagogy ◽  
Lifelong Learning ◽  
Communication Technologies ◽  
Knowledge Networks ◽  
Media Richness ◽  
Paradigm Shifts ◽  
Online Learners ◽  
Media Richness Theory ◽  
Multicultural Experiences

New communication technologies have the great potential to construct very powerful paradigm shifts that enhance university-community partnerships (UCPs) in Turkey. Therefore, the purpose of this chapter is to focus on how to build online knowledge networks between university and community for lifelong learning. Further, in this study, the strategies and principles of UCPs based on media richness theory through a critical pedagogy approach is discussed to generate a theoretical framework that provides everyday examples and experiences for probing social justice issues. Online learners can find the diverse resources, multicultural experiences, and egalitarian opportunities that broaden their perspectives via new communication technologies. This chapter therefore concentrates on discussing the characteristics of the UCPs for lifelong learning to build online communities with new communication technologies.

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