scholarly journals Codiseño y dinamización cultural comunitaria. Reflexiones conceptuales, metodológicas y prácticas a partir de una experiencia desde la periferia

2021 ◽  
Vol 25 ◽  
pp. 73-94
Author(s):  
Alicia Morales Pereyra ◽  
Carlos Jiménez Martínez
Keyword(s):  
Service Learning ◽  
Public Space ◽  
Sense Of Belonging ◽  
Fine Arts ◽  
Cultural Development ◽  
Pedagogical Practices ◽  
Santa Cruz ◽  
Participatory Action ◽  
Joint Work ◽  
Living Labs

We analyze the potential to generate critical collaborative and pedagogical practices from Design, which contribute to processes of community artistic and cultural development in contexts of marginal, informal and peripheral urbanism with respect to production centers. We start from the experience of joint work since 2016 between a faculty of fine arts and a nearby self-construction neighborhood; Las Moraditas de Taco, in Santa Cruz de Tenerife. The evidence that "professors are fed up with the classrooms spaces and students lack more experiences in the streets" joins the neighborhood claim; "we live on a mountain but nobody sees us", to explore models of living labs for creation and service-learning, in the recovery and valorization of collective memory, intangible cultural heritage, sense of belonging, dignity and beautification of public space or the external projection of positive values. Special attention is paid to designers’ emerging roles and competencies, such as facilitator, catalyst or mediator. We highlight the relevance of adopting methodological frameworks based on participatory action-research, thus reorienting the traditional, institutional and top-down culture project, towards  iterative process cultures of citizen innovation, from which to generate, stimulate and root transformations within the community and the territory. Analizamos el potencial para generar prácticas colaborativas y pedagógicas críticas desde el Diseño, que contribuyan a procesos de desarrollo artístico y cultural comunitario en contextos de urbanismo marginal, informal y periféricos respecto a los centros de producción. Partimos de la experiencia de trabajo conjunto desde 2016 entre una facultad de bellas artes y un barrio de autoconstrucción cercano; Las Moraditas de Taco, en Santa Cruz de Tenerife. La evidencia de que “al profesorado le sobra aula y al alumnado le falta calle” se une a la reivindicación vecinal de “vivimos en una montaña pero nadie nos ve” para explorar modelos de laboratorios vivos de creación y aprendizaje-servicio, en la recuperación y valorización de la memoria colectiva, el patrimonio cultural inmaterial, el sentido de pertenencia, la dignificación y embellecimiento del espacio público o la proyección exterior de valores positivos. Prestamos especial atención a la manifestación de roles y competencias emergentes del diseñador, como facilitador, catalizador o mediador. Constatamos la pertinencia de adoptar marcos metodológicos de investigación-acción participativa, que reorienten la tradicional cultura del proyecto institucional de arriba-abajo hacia una cultura de procesos iterativos de innovación ciudadana desde los que generar, dinamizar y arraigar las transformaciones en la comunidad y el territorio.

Habermas, Cultural Hegemony, and the Educational Public Sphere

2018 ◽  
Vol 11 (1-2) ◽  
pp. 43-62
Author(s):  
Wisam Kh. Abdul-Jabbar
Keyword(s):  
Public Sphere ◽  
Social Inequality ◽  
Public Space ◽  
Oral Tradition ◽  
Pedagogical Practices ◽  
Cultural Hegemony ◽  
The Public ◽  
The Public Sphere ◽  
Arabic Speaking

This study explores Habermas’s work in terms of the relevance of his theory of the public sphere to the politics and poetics of the Arab oral tradition and its pedagogical practices. In what ways and forms does Arab heritage inform a public sphere of resistance or dissent? How does Habermas’s notion of the public space help or hinder a better understanding of the Arab oral tradition within the sociopolitical and educational landscape of the Arabic-speaking world? This study also explores the pedagogical implications of teaching Arab orality within the context of the public sphere as a contested site that informs a mode of resistance against social inequality and sociopolitical exclusions.

Service Learning: The Peace Corps, American Higher Education, and the Limits of Modernist Ideas of Development and Citizenship

2018 ◽  
Vol 58 (4) ◽  
pp. 475-505
Author(s):  
David S. Busch
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Citizenship Education ◽  
Peace Corps ◽  
Pedagogical Practices ◽  
American Higher Education ◽  
History Of ◽  
The 1960S ◽  
Work Abroad ◽  
The University

In the early 1960s, Peace Corps staff turned to American colleges and universities to prepare young Americans for volunteer service abroad. In doing so, the agency applied the university's modernist conceptions of citizenship education to volunteer training. The training staff and volunteers quickly discovered, however, that prevailing methods of education in the university were ineffective for community-development work abroad. As a result, the agency evolved its own pedagogical practices and helped shape early ideas of service learning in American higher education. The Peace Corps staff and supporters nonetheless maintained the assumptions of development and modernist citizenship, setting limits on the broader visions of education emerging out of international volunteerism in the 1960s. The history of the Peace Corps training in the 1960s and the agency's efforts to rethink training approaches offer a window onto the underlying tensions of citizenship education in the modern university.

scholarly journals Migration, Informalization and Public Space in Santa Cruz, Bolivia

2011 ◽  
Vol 15 ◽  
pp. 150-190 ◽  
Author(s):  
Joshua Kirshner
Keyword(s):  
Public Space ◽  
Urban Space ◽  
Informal Economy ◽  
Local Economy ◽  
Collective Actions ◽  
Santa Cruz ◽  
Urban Public Space ◽  
Key Points

In this paper, I ask how migrant insertion into the local economy, in particular in the informal economy, has led to contestation over public space in Santa Cruz.  Related to this issue, the paper asks what sorts of collective actions are used to defend rights to the use of urban public space, and what are the key points of contention.  In my analysis, I look at theoretical connections between the informal economy and urban space, recent changes in the Santa Cruz local economy ‒including accelerated migration and the burgeoning informal economy‒ and conflicts over uses of public urban space.En este trabajo indago cómo la inserción migratoria en la economía local, particularmente en la economía informal, ha llevado a un debate sobre los usos del espacio público en Santa Cruz. En relación con esta problemática, mi trabajo explora qué tipo de acciones colectivas se utilizan para defender los derechos del uso del espacio público urbano, y cuáles son los puntos claves de conflicto. En mi análisis, exploro las conexiones teóricas entre la economía informal y el espacio urbano, los cambios recientes en la economía local de Santa Cruz ‒incluyendo la migración acelerada y la emergente economía informal‒ y los conflictos sobre usos del espacio urbano público.

scholarly journals Redesign of an Outdoor Space in a Swedish Preschool: Opportunities and Constraints for Sustainability Education

2020 ◽  
Author(s):  
Birgitta Nordén ◽  
Helen Avery
Keyword(s):  
Participant Observation ◽  
Sustainability Education ◽  
Pedagogical Practices ◽  
Participatory Action ◽  
Action Research Project ◽  
Continuous Training ◽  
Outdoor Spaces ◽  
Responsible Action ◽  
Outdoor Space ◽  
Preschool Leadership

AbstractChildren's early engagement in design of outdoor spaces can form the basis of later attitudes and responsible action for sustainability. The present study is part of a participatory action research project in an urban multi-ethnic preschool in Sweden, involving children, parents, preschool staff and management with a focus on improving the preschool playground. The methodology involved children taking pictures of the outdoor space, informal participant observation by one researcher and conversations with children and teachers. Analyses completed of selected fieldwork excerpts focus on learning opportunities for children and adults, children’s participation, cooperation and leadership for sustainability. Deeper awareness and confidence, and practical pedagogies for staff in preschools are required for effective sustainability education. A joint frame of reference on pedagogical practices and processes for reflection is needed within and across early childhood institutions. More continuous training of staff and preschool leadership would be of benefit. However, such commitment is ultimately a matter of policy to invest in giving preschools the means to develop and realise ambitions for environmental and sustainability education.

scholarly journals A university’s response to people with disabilities in Worcester, Western Cape

2019 ◽  
Vol 8 ◽  
Author(s):  
Jana V. Müller ◽  
Lieketseng Ned ◽  
Hananja Boshoff
Keyword(s):  
Action Research ◽  
Service Learning ◽  
Participatory Action Research ◽  
Single Case ◽  
People With Disabilities ◽  
Western Cape ◽  
Participatory Action ◽  
Research Strategies ◽  
Student Training ◽  
The University

Background: The call for institutions of higher education to foster interaction with communities and ensure training is responsive to the needs of communities is well documented. In 2011, Stellenbosch University collaborated with the Worcester community to identify the needs of people with disabilities within the community. How the university was engaging with these identified needs through student training still needed to be determined.Objectives: This study describes the engagement process of reciprocity and responsivity in aligning needs identified by persons with disability to four undergraduate allied health student training programmes in Worcester, Western Cape.Method: A single case study using the participatory action research appraisal methods explored how undergraduate student service learning was responding to 21 needs previously identified in 2011 alongside persons with disability allowing for comprehensive feedback and a collaborative and coordinated response.Results: Students’ service learning activities addressed 14 of the 21 needs. Further collaborative dialogue resulted in re-grouping the needs into six themes accompanied by a planned collaborative response by both community and student learning to address all 21 needs previously identified.Conclusion: Undergraduate students’ service learning in communities has the potential to meet community identified needs especially when participatory action research strategies are implemented. Reciprocity exists when university and community co-engage to construct, reflect and adjust responsive service learning. This has the potential to create a collaborative environment and process in which trust, accountability, inclusion and communication is possible between the university and the community.

Enriching the intersection of service and transformative learning with Freirean ideas: The case of a critical experiential learning programme in Brazil

2020 ◽  
Vol 51 (5) ◽  
pp. 579-597
Author(s):  
Rosane Dal Magro ◽  
Marlei Pozzebon ◽  
Soraia Schutel
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Transformative Learning ◽  
Management Education ◽  
Learning Experience ◽  
Pedagogical Practices ◽  
Learning Approaches ◽  
Community Based ◽  
Teachers And Students ◽  
Management Students

In this article, we examine the value of combining transformative and service learning pedagogical practices in management education programmes to encourage management students to be more critical and reflexive regarding serious contemporary issues like social inequality and sustainability. We draw on a long-term management education experience conducted in the northeastern region of Brazil, where international students learn how to develop a real-time community-based project with local inhabitants. We argue that while service learning approaches promote pragmatic action-based principles, transformative learning acts at the epistemic level, contributing to change in values. In addition, Paulo Freire’s ideas are integrated to reinforce critical and reflexive dimensions of the learning experience. Our results offer a process-based model showing how a critical experiential learning pedagogy might lead to the development of community-based competences, which, in turn, might lead to changes in the deeply held values of the participants. Freire’s emancipatory ideas are applied not only regarding the relationship between teachers and students, but also to the distinction between Western and non-Western societies, going beyond questioning of the destructive consequences of financial capitalism to question the hegemony of one worldview over all other possible ones.

scholarly journals COMMUNITY ENGAGEMENT AND SERVICE LEARNING: PROMISING PEDAGOGICAL PRACTICES FOR TEACHING GERONTOLOGY

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S61-S61
Author(s):  
Tina M Kruger
Keyword(s):  
College Students ◽  
Young Adult ◽  
Service Learning ◽  
Community Engagement ◽  
Older Adult ◽  
Personal Experience ◽  
Adult Population ◽  
Pedagogical Practices ◽  
The Life Course ◽  
Older Adult Population

Abstract In terms of studying human development, gerontology is unique in that most college students have not experienced this aspect of the life course yet. While personal experience cannot be generalized, our students can at least relate to the idea of being a child, an adolescent, and a young adult. What they cannot do it relate to the experience of being old, and they may have limited contact with the older adult population, with the exception of grandparents, who tend to be viewed differently from older non-relatives. One way to facilitate students connecting with the older adult population is through community engagement or service-learning (CE/SL) projects. Such projects are ripe for facilitating learning, but there are also potential pitfalls to consider. Here we discuss the need for CE/SL in gerontology, theoretical and practical suggestions, and potential pitfalls to avoid.

A History of Mexican American Professional Theatre in Texas Prior to 1900

1983 ◽  
Vol 24 (1-2) ◽  
pp. 99-116
Author(s):  
Elizabeth C. Ramirez
Keyword(s):  
United States ◽  
Mexican American ◽  
Fine Arts ◽  
The United States ◽  
Cultural Development ◽  
Capital City ◽  
Porfirio Diaz ◽  
Lead And Zinc ◽  
History Of ◽  
Domestic Products

The last quarter of the nineteenth century witnessed the beginning of Mexico's “Golden Age.” During this time Mexico received bounteous foreign capital, industry and agriculture flourished, railroads pushed their way south from the United States, the ancient reales de minas of the Spaniards reopened, and smelters began to “belch their yellow fumes into the desert air.” The valuable silver, gold, copper, lead, and zinc flowed north to feed the rapidly expanding commerce and industry ofthe United States, and many domestic products found a ready market abroad. The capital city was cleaned up and modernized, electric lights and streetcars were everywhere, and many new buildings arose, such as the elaborate Palace of Fine Arts. Porfirio Díaz, Mexico's president during these years, surrounded himself with able científicos, a group of brilliant lawyers and economists who “worshipped at the new and glittering shrine of Science and Progress” and who as cultivated men brought, along with Mexico's material improvements, cultural ornaments as well. They encouraged poetry, novels, art, and music, all of which thrived in Mexico City. The theatre was just as much a part of that cultural growth as the other arts. Beyond question the economic and cultural development of Mexico during the regime of Don Porfirio was great.

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