Rethinking Education and Emancipation: Being, Teaching, and Power (original) (raw)
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The emancipation debates on education and curriculum : perspectives and meanings
European Conference on Curriculum Studies Future Directions Uncertain and Possibility, 2013
This article presents the results of an investigation-an exploratory study-on the emancipation concept in the field domain of curriculum theories over the theoretical debates and practices of Portuguese educators. Based on a thorough literature search and on the view of some professors from the University of Minho and Porto, we sought to understand how to scale the concept of emancipation both at the theoretical level and in curriculum practices the well, that they develop in the educational institutions. Assuming that, in addition to the theoretical component, their students embodied by the experienced, we tried to question whether educational institutions are organized or not only to facilitate (consultancy), working with labor reflection, critical thinking and autonomy of students, resulting formative processes grounded on an effective their students of emancipation. In methodological terms, the methods and theoretical research were conducted by using semi-structured interviews with educators in order to as certain how their productions offer the prospect theory, how they animate the debates the critical education and shape their practices. The results allowed us to understand that empowerment is a structural element of the critical theory, both in the discussions of the educational field and the curriculum the well, which interferes on the way they organize curriculum practices. We intend to understand how teachers work the concept of emancipation and how they do it. In this sense, while synonym of critical education, reflexive and transformative educationmediated or not by the curriculum-the emancipation has been understood and viewed the possibility to substantiate swagger and add changes in the individuals and, is consequence, in the education and society itself.
Educational Studies
s Power, Crisis, and Education for Liberation serves as an indispensable tool, not only for educational theorists and activists wrestling with neoliberal trends in the age of Empire, but for anyone interested in contemporary political struggles and processes of globalization. As a tool, this text is a compass that breaks through traditional frames, illuminating and mapping territories, while at the same time making visible the potential for critical interventions. In addition to unmasking the political and economic landscape of contemporary schooling, De Lissovoy also situates the site of education as a potential space of resistance and collective liberatory struggle. With provocatively rich theoretical insight, De Lissovoy's analyses examine the novel, and not-so-novel, assaults on education that situate schools in a biopolitical terrain where the struggles to produce forms of social and political life clash with the predatory logics of capital and racial domination. In the wake of these challenges, readers are offered possibilities in the form of an innovative contemporary philosophy of praxis and a new global subject of opposition, the terran class. De Lissovoy's project is timely and forces one to reconsider the devastating character of neoliberalism and the fertile possibilities for pedagogies of opposition.
Education and the illusions of emancipation
Educational Studies in Mathematics, 2012
In this article, I deal with the question of emancipation in education. In the first part of the article, I argue that contemporary concepts of emancipation are explicitly or implicitly related to the idea of the sovereign subject articulated by Kant and other philosophers of the Enlightenment. I contend that our modern enlightened concepts of emancipation rest on a dichotomy between an autonomous and self-sufficient subject and its sociocultural world. Referring to current research in mathematics education, I show how this dichotomy leads to intrinsic contradictions that haunt ongoing educational practices. These contradictions, I contend, are manifested in the hopeless efforts to bridge the gap between the deeds and thoughts of an autonomous individual and the regimes of reason and truth in which the individual finds itself subsumed. In particular, I argue that emancipation as understood in the enlightened modern sense remains a chimeric and unfulfillable dream. In the second part of the article, I suggest that emancipation can still be an orienting vector of educational practice and research, but it needs to be conceptualized differently: emancipation needs not be predicated in terms of individuals’ freedom and individualist autonomy, but in critical–ethical terms.
Emancipatory Pedagogy in Practice
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Teaching for Liberation: Critical Reflections in Teacher Education (2015)
In this article the author shares a critical reflection of his work as a teacher educator over the last five years teaching in both public and private universities in the U.S. Midwest. The author reflects on his work in a class called “Diversity in Education” over the course of two semesters as a way to trace the genealogy of a course that has emancipatory intent. The implications (tensions and contradictions) for this type of course in teacher education are discussed as are why critical pedagogical approaches and liberatory ways of thinking and knowing are fundamentally essential to and ethically necessary in teacher preparation. The author concludes by offering a pedagogy of resilience and radical hope that is fundamentally premised on the idea that intellectual work is meant to be liberationist, and the desire to connect teacher education to a larger political struggle. http://www.tandfonline.com/eprint/iiJzPZWcaMM8AvyP4Pmf/full