popular education
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2022 ◽  
pp. 136346152110673
Author(s):  
Heidi Mitton

This study sought to understand interpretations of interconnections between historical trauma, contemporary violence, and resilience in a Maya Achi community currently engaged in promoting peace and social change through popular education. In particular, the ways in which participants drew upon identity and memory in articulating characteristics of community distress and resilience are discussed. The research is informed by liberation psychology and critical perspectives of mental health, particularly considering the challenges inherent in the promotion of collective memory of trauma and resistance in contexts of violence and humanitarian settings. Participant reflections on historical and contemporary violence highlight elements of collective distress, connecting identity and memory with acts of both oppression and resistance. Education and development are signaled as possible sites of resilience but also experienced as sites of power upholding the status quo. Diverse experiences and applications of identity and memory provide insight into the ways in which community organizations working in contexts of political violence might navigate polarizing and paradoxical discourses in order to subvert, co-opt, or adapt to hegemonic cultural, political, and economic power relations in the process of transformation for collective resilience.


2022 ◽  
pp. 074171362110622
Author(s):  
Yong Zhang ◽  
Douglas D. Perkins

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.


2022 ◽  
Vol 11 (1) ◽  
pp. 15
Author(s):  
Luis M. Dos Santos

Malaysian students like to study abroad and experience the international exchanging programmes during their university voyage. Due to the technology and entertainment developments, South Korea is one of the popular education destinations for many international students, particularly Malaysian students. Based on the Sociocultural and Psychological-Racism perspective, this study's purpose focused on describing their challenges, academic experiences, and living experiences in South Korea. The results indicated that Chinese-Malaysian students experienced significant negative experiences, including discrimination based on their place of origin, cultural characteristics and social behaviours, and special background and status as non-traditional students. Although Malaysia and South Korea share similar East Asian practice, all participants regretted their study abroad experiences in South Korea. The findings of this study will contribute to the knowledge about the study abroad experiences of Malaysian students, overseas learning experiences, managerial developments of international students’ services, and the governmental policies for global views for the South Korean communities.   Received: 6 August 2021 / Accepted: 7 October 2021 / Published: 3 January 2022


2021 ◽  
Vol 14 (3) ◽  
pp. 303
Author(s):  
Maria Clarisse Vieira ◽  
Julieta Borges Lemes Sobral ◽  
Renato Hilário dos Reis

Este artigo trata das singularidades da Educação Popular constituídas desde 1985 entre a Universidade de Brasília e o movimento popular das cidades do Paranoá e Itapoã no Distrito Federal, Brasil. Para compreender essas especificidades, são realizadas análises bibliográficas de pesquisas acadêmicas que tratam do efeito desse processo educativo na vida de educandos, educadores populares, professores da rede pública e estudantes universitários. O resultado dessa análise indica como características desse projeto de Educação Popular: a constituição de sujeitos a partir do entrelaçamento do ser de amor-poder-saber; o aprendizado pelos educandos de que os problemas de seu cotidiano são oportunidades de superação e não de desistência; o aprendizado pelos educadores da importância da construção coletiva; e, por fim, o processo formativo dos estudantes da UnB que destaca a indissociabilidade da relação teoria-prática.Palavras-chave: Educação popular; Educação de Jovens e Adultos; Formação de Educadores.Singularities of popular education of the cities of Paranoá-Itapoá (DF): construction between University of Brasilia and Organized Popular MovementABSTRACTThis article deals with the singularities of Popular Education established since 1985 between the University of Brasília and the popular movement of the cities of Paranoá and Itapoã in the Federal District, Brazil. In order to understand these specificities, bibliographic analyzes of academic research are carried out that address the effect of this educational process on the lives of students, popular educators, public school teachers and university students. The result of this analysis indicates as characteristics of this Popular Education project: the constitution of subjects from the intertwining of the being of love-power-knowledge; the learning by students that the problems of their daily lives are opportunities to overcome and not give up; the learning by educators of the importance of collective construction; and, finally, the training process of UnB students, which highlights the inseparability of the theory-practice relationship.Keywords: Popular Education; Youth and Adult Education; Teacher Training.Singularidades de la educación popular en las ciudades de Paranoá-Itapoá (DF): construcción entre la Universidad de Brasilia y el Movimiento Popular OrganizadoRESUMENEste artículo trata sobre las singularidades de la Educación Popular establecida desde 1985 entre la Universidad de Brasilia y el movimiento popular en las ciudades de Paranoá e Itapoã en el Distrito Federal, Brasil. Para comprender estas especificidades se realizan análisis bibliográficos de investigación académica que abordan el efecto de este proceso educativo en la vida de estudiantes, educadores populares, docentes de escuelas públicas y estudiantes universitarios. El resultado de este análisis señala como características de este proyecto de Educación Popular: la constitución de sujetos a partir del entrelazamiento del ser amor-poder-conocimiento; los estudiantes aprenden que sus problemas diarios son oportunidades para superar y no darse por vencidos; el aprendizaje por parte de los educadores de la importancia de la construcción colectiva; y, finalmente, el proceso de formación de los estudiantes de la UnB, que destaca la inseparabilidad de la relación teoría-práctica.  Palabras clave: Educación popular; Educación de Jóvenes y Adultos; Formación Docente.


2021 ◽  
Vol 14 (3) ◽  
pp. 674
Author(s):  
Adriana Pereira da Silva

O artigo objetiva evidenciar a influência da concepção crítico-libertadora e seus fundamentos sobre o direito à EJA, é observada na ação política da Educação Popular, tratada como um paradigma educacional, reconhecido como um conjunto, de ideias e propostas, que disputam um formato de direito à EJA. O estudo está fundamentado em dois autores de espectro critico: Freire (1986, 2006, 2010) por meio das categorias “politicidade”, “ser mais”, “conscientização” e em Dussel (2007) na abordagem da “ética humana”. A pesquisa filia-se a uma investigação qualitativa, estruturada em um estudo de caráter bibliográfico e de documentos que permite evidenciar as categorias citadas e compreendê-las numa experiência. Os resultados da pesquisa levaram a concluir que o direito à EJA pode ser influenciado pela concepção critico-libertadora, a qual se concretiza em paradigmas educacionais, os quais marcam um compromisso do Estado com o direito à educação, sob a ética humana que demanda respeito as especificidades, diversidades dos sujeitos jovens e adultos da EJA.Palavras-chave: Concepção crítico-libertadora; Direito à EJA; Paradigmas orientadores.The influence of the critical-liberating conception on the right to EJA: paradigms in disputesABSTRACTThe article aims to show the influence of the critical-liberating concept and its foundations on the right to EJA, it is observed in the political action of Popular Education, treated as an educational paradigm, recognized as a set of ideas and proposals that dispute a format of right to EJA. The study is based on two authors of critical spectrum: Freire (1986; 2006; 2010) through the categories “politicity”, “being more”, “awareness” and on Dussel (2007) in the approach of “human ethics”. The research is affiliated to a qualitative investigation, structured in a bibliographic and document study that allows to highlight the mentioned categories and understand them in an experience. The research results led to the conclusion that the right to EJA can be influenced by the critical-liberating conception, which is materialized in educational paradigms, which mark a commitment of the State with the right to education, under the human ethics that demand respect for specificities, diversities of young and adult subjects of EJA.Keywords: Critical-liberating conception; Right to EJA; Guiding paradigms.La influencia de la concepción crítico-liberadora sobre el derecho al EJA: paradigmas en las disputasRESUMENEl artículo pretende mostrar la influencia del concepto crítico-liberador y sus fundamentos sobre el derecho a la EJA, se observa en la acción política de la Educación Popular, tratada como paradigma educativo, reconocida como un conjunto de ideas y propuestas que disputan una formato de derecho a EJA. El estudio se basa en dos autores de espectro crítico: Freire (1986; 2006; 2010) a través de las categorías “politicidad”, “ser más”, “conciencia” y en Dussel (2007) en el enfoque de la “ética humana”. La investigación está adscrita a una investigación cualitativa, estructurada en un estudio bibliográfico y documental que permite resaltar las categorías mencionadas y comprenderlas en una experiencia. Los resultados de la investigación llevaron a la conclusión de que el derecho a la EJA puede verse influido por la concepción crítico-liberadora, que se materializa en paradigmas educativos, que marcan un compromiso del Estado con el derecho a la educación, bajo la ética humana que exige el respeto a la educación. especificidades, diversidades de sujetos jóvenes y adultos de EJA.  Palabras clave: Concepción crítico-liberadora; Derecho a EJA; Paradigmas rectores.


Author(s):  
Deborah Barndt

The Earth to Tables Legacies Project emerged in 2015, growing out of personal relationships, but also built on a long trajectory of participatory research, multimedia arts production and popular education. We created an intergenerational and intercultural exchange of food activists working for food justice and food sovereignty with the initial goal of producing a feature length documentary. However, the project evolved over five years to culminate in a multimedia educational package with 10 short videos and 11 photo essays, all accompanied by facilitator’s guides. A web series on the pandemic is in production and a forthcoming book is to be published in 2021.   The intergenerational production team included Deborah Barndt (co-director and co-editor), Lauren Baker (co-editor) and Alexandra Gelis (co-director). In this ‘report from the field,’ the two co-directors Alexandra and Deborah look back on the process of co-producing the visual materials for the interactive website and look forward to its potential use in university classes, schools, and social and environmental justice organizations. Parts of the essay include our zoom dialogue as we revisit our process over the past five years and try to elucidate our way of working, while reflecting on the challenges of the collaborative production and use of multimedia educational tools.   Note that this essay utilizes the same kind of text with hyperlinks that are featured in our website and book. The reader is encouraged to click on the links to learn more about the people and their practices as well as the concept of a non-linear multimedia educational tool and process.


2021 ◽  
Vol 2 (3) ◽  
pp. 200-219
Author(s):  
Ujeffesson Marques Silva ◽  
Rosemeri Scalabrin ◽  
Deise Aparecida Peralta

O presente trabalho é fruto de minha pesquisa desenvolvida ao longo do curso de Especialização em Educação do Campo Agricultura Familiar e Currículo, Instituto Federal do Pará (IFPA), Campus Rural Marabá. A pesquisa teve como objetivo discutir minha experiência como professor de matemática na escola Carlos Marighella, a partir de narrativas constituídas por memórias evocadas, considerando a perspectiva da Etnomatemática. A mesmas foi realizada na Escola M.E.F. Carlos Marighella, localizada no assentamento 26 de março no município de Marabá – Pará. A pesquisa foi desenvolvida a partir de uma experiência desenvolvida com a turma de 4º ano do ensino fundamental, tendo como base o ano letivo de 2019. Esta pesquisa caracteriza-se como autobiográfica, tendo as minhas narrativas como professor de matemática. Como constituição de dados, assim como a memória de experiências pessoais e profissionais como elemento basilar de investigação. Como pressuposto, este estudo estabelece o ideário que memória do narrador (reconstrutiva da significação de suas vivências) e os instrumentos de análise e interpretação do pesquisador são elementos que se imbricam e complementam para melhor compreensão de dimensões da realidade autobiográfica pesquisada, tanto na perspectiva pessoal/social do narrador, como na perspectiva contextual da atuação do professor como  produto/produtor de conhecimento sobre ensino de matemática na perspectiva da Etnomatemática. Para tanto tomo como base teórica D’Ambrósio que me ajuda a compreender a Etnomatemática; Knijink que me ajuda a articular educação popular e a Etnomatemática, e Bosi (1979) e Grazzition (2016) que me fundamentam sobre discutir minhas memórias como produção de conhecimentos. Como resultados mostro como fotografias são evocadores de minhas memórias e têm o potencial de me subsidiar na interpretação de minha experiência como professor de matemática.   The present work is the result of my research developed during the course of Specialization in Education of the Field, Family Agriculture and Curriculum, Instituto Federal do Pará (IFPA), Campus Rural Marabá. The research aimed at discussing my experience as a mathematics teacher at Carlos Marighella school, from narratives constituted by evoked memories, considering the Ethnomathematics perspective. It was carried out at Escola M.E.F. Carlos Marighella, located in the 26 de Março settlement in the municipality of Marabá - Pará. The research was developed from an experience developed with the 4th grade class of elementary school, based on the 2019 school year. This research is characterized as autobiographical, having my narratives as a mathematics teacher. As data constitution, as well as the memory of personal and professional experiences as the basic element of investigation. As an assumption, this study establishes the idea that the narrator's memory (reconstructive of the meaning of his experiences) and the researcher's instruments of analysis and interpretation are elements that intertwine and complement each other for a better understanding of the dimensions of the autobiographical reality researched, both from the narrator's personal/social perspective and from the contextual perspective of the teacher's performance as a product/producer of knowledge about mathematics teaching from the perspective of Ethnomathematics. To this end, I take as my theoretical basis D'Ambrósio, who helps me to understand Ethnomathematics; Knijink, who helps me to articulate popular education and Ethnomathematics, and Bosi (1979) and Grazzition (2016), who support me in discussing my memories as a production of knowledge. As results I show how photographs are evocative of my memories and have the potential to subsidize me in interpreting my experience as a mathematics teacher.


Author(s):  
Ágnes Eitler

Abstract In 1948, in the year it came to power, the Hungarian Communist Party began building its legitimacy, using the occasion of the centenary, by appropriating the legacy of the Revolution of 1848. The need for a revolutionary transformation of culture heralded the advent of the scientific materialist worldview. The popular education system, created as a channel of the cultural revolution, conveyed the findings of the various branches of science and arts, combined with the rhetoric of political propaganda, to the “working people.” Revolutionism, which the Marxist view of history elevated to prominence, soon gained ground in the interpretation of Hungarian literary history via the compilation of “progressive literary traditions.” Public educators' literary presentations in villages and cities, as well as articles and cheap publications produced in large quantities all served to promote this central principle. The author examines the representation and interpretation of János Arany's life and work in various textual and visual popular education products. Certain junctures and directions in Arany's life, used as guidelines of the presentations, were highlighted in the image of Arany mediated by filmstrips and newspaper articles to make him one of the “poets of freedom.” Publications intended for the cultural and political education of “working people” set out the way in which to relate to the poet and the framework for interpreting his writings. Through the Arany poems that popular educators employed in scientific education, the author points out the way in which textual and visual representations became carriers of added content in a given context and a possible means of the “rural class struggle.”


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