Search

'Que es lo que tu sabes acerca de inmigracion? Que es lo que tu has escuchado? O que es lo que tu has leido?' --Senora Valencia [What is it that [...]

Paulo Freire's concept of 'inédito viável' or untested feasibility, refers to the exploration of possibilities to transcend limiting situations and transform realities. In this paper, we examine how this idea is related to the counter-hegemonic pedagogical proposal of popular education by the Florestan Fernandes National School (ENFF), an organisation founded by the Landless Workers' Movement (MST) in Brazil. We argue that the ENFF is not just a set of techniques and methodologies but a formative process that runs through the concrete reality of the subjects involved in the struggle for societal change. We conclude by proposing that the 'inédito viável' that constitutes the ENFF gains meaning from a broad, collective, and dynamic vision of concrete utopia involving a clear and mobilising orientation towards the future, a strong sense of agency, reflection, experimentation, and praxis. [ABSTRACT FROM AUTHOR]

Preservice teacher education must support teacher candidates (TCs) in developing both an emerging vision and a beginning repertoire of practice. Social justice teacher education and practice-based teacher education are well positioned to collaborate in supporting TCs in developing justice-oriented visions (JOVs) and learning to enact them in practice, though they must wrestle with the degree of complexity that TCs can navigate at the intersection of justice and practice. This multiple, holistic case study explores to what degree two TCs can manifest their JOVs in practice. Findings reveal how the distance between vision and practice varies by learning goals, classroom roles, and linking school to society. The discussion further explores the role that the discipline of English language arts plays and the way that critical pedagogical approaches emerge in the TCs' visions and practice. The article concludes with implications for teacher education at the intersection of justice, practice, and vision., Introduction I just don't think that you can be a good teacher if you're only focused on your classroom and your students in your classroom at that moment.... It's about [...]

The pedagogical strategy of students choosing their own friends with whom to work in classroom contexts (under the guise of democratic participation) because this is how popular musicians learn, has mostly gone uninterrogated in the literature. Approaching the question of how to create a common world through a critical examination of the unexamined assumptions that underpin emerging celebratory discourses on friendship, I consider the ways in which the words friends and friendship are indiscriminately used without acknowledging that the soundness of this pedagogical choice is based on data collected from people ('real life' popular musicians) who are in, more often than not, instrumental relations of utility. In doing so I call for a rereading of friendship groups in order to resist the neoliberal injunction of self-interest, a survival-of-the-fittest ethos, and unchecked individualism. To that end I question the ways in which friendship groups in popular music groupings have become sites for developing and perfecting the neoliberal self. Keywords: friendship groups, popular music, neoliberalism, Little Kids Rock, The focus on 'what works' makes it difficult if not impossible to ask the questions of what it should work for and who should have a say in determining the [...]

This article considers journalism as social emancipation to address issues of decoloniality. It is based on research on the socialization of knowledge, citizen journalism and educommunicative skills. The theoretical-methodological framework resorts to educommunication as an epistemology of the South, to Paulo Freire's dialogical communication, to Mario Kaplún's educational communication and to journalism as an element of social emancipation, mobilizing documental analysis as a method. The text is divided into four parts: the contextualization of educommunication, aspects of training and the perspective of decoloniality in journalism courses, educommunicative skills and pedagogical practices in educational territories that encourage journalistic work in the decolonial process. [ABSTRACT FROM AUTHOR]

Taking into account the International Decade for People of African Descent (2015-2024; ID-PAD) declared by the UN, and through media coverage in 2020 on a global scale of anti-black racist events, the author of this article has chosen to address 'the educational success of African Canadians,' the theme of this special issue of the Canadian Journal of Education, by presenting Canada and Quebec as contexts of racialization, and not only as contexts of immigration. The contexts of racialization and, their corollary, ecosystemic, systematic and chronic racism constitute life paths made up of obstacles and ruptures related to the justice, development and recognition of people of African descent, the central themes of the ID-PAD. In Canada, including in French-speaking Quebec, the academic paths of PAD (African-Canadian people), from preschool to university, turn out to be real obstacles that lead them to stumble, to doubt, to fail. Paradoxically, their success is accompanied by self-doubt, self-shame, withdrawal into oneself, conformity to the hegemonic system, and acceptance of their own muzzling; the fight against systemic racism is, thus, often avoided for fear of the consequences. This is miseducation and institutional racism. In this context, how to approach the notion of 'educational success' of PAD in Canada and in French-speaking Quebec? Based on critical racial theory, this article proposes a theoretical-conceptual reflection that principally concerns educational research by highlighting epistemological racism as a dimension of systemic racism at work in research and teaching. Keywords: context of racialization, International Decade for People of African Descent, miseducation, iceberg of racism, epistemological racism, emancipatory education, transformative education Tenant compte de la Décennie internationale des personnes d'ascendance africaine (2015-2024; DI-PAA) déclarée par l'ONU et de la médiatisation en 2020, à l'échelle mondiale, d'événements racistes anti-Noir[e]s, l'auteure de cet article a choisi d'aborder << la réussite éducative des Afro-Canadiens >>, le thème de ce numéro spécial de la Revue canadienne de l'éducation, en posant le Canada et le Québec comme des contextes de racialisation, et non uniquement comme des contextes d'immigration. Les contextes de racialisation et, leur corollaire, le racisme écosystémique, systématique et chronique, constituent des parcours de vie tissés d'obstacles et de freins à la justice, au développement et à la reconnaissance des personnes d'ascendance africaine, les thèmes centraux de la DI-PAA. Au Canada, incluant le Québec francophone, les parcours scolaires des PPA (personnes afro-canadiennes), de l'éducation préscolaire à l'éducation universitaire, se révèlent un véritable parcours à obstacles qui les amène à trébucher, à douter, à échouer. Paradoxalement, leur réussite est accompagnée de doute de soi, de honte de soi, de repli sur soi, de conformisme au système hégémonique et d'acceptation de leur musellement; la lutte contre le racisme systémique est ainsi évitée, souvent par peur des conséquences. C'est de la << méséducation >> et du racisme institutionnel. Dans ce contexte, comment aborder la notion de << réussite éducative >> des personnes afro-canadiennes? À partir de la théorie raciale critique, cet article propose une réflexion théorico-conceptuelle qui interpelle la recherche en éducation en mettant en évidence le racisme épistémologique. Mots-clés: contexte de racialisation, Décennie internationale des personnes d'ascendance africaine (DI-PAA), méséducation, iceberg du racisme, racisme épistémologique, éducation émancipatoire, éducation transformatoire (1), Introduction << Le paradoxe de l'éducation est précisément cela--que l'on commence à devenir conscient, on commence à examiner la société dans laquelle l'éducation a lieu. >> --James Baldwin L'année 2020 [...]

This paper aim of the essay is to analyze Paulo Freire's proposal for a liberating education in relation to the decolonial positions of today. To achieve this end, the research considers the following aspects: 1) Conceptualizes Freire's proposal referring to liberating education, in which he postulates a social praxis, with a view to building a pedagogy of the oppressed, as a mechanism to disarticulate the advances of the modernity, leading more and more to liberation. 2) It questions the banking conception of knowledge, as it assumes a depersonalized system of accumulation of knowledge, without understanding the complexity of existence. 3) It considers the role of the individual in the processes of social transformation, expressing a critique of the prevailing educational models, taking as an example the theory of the five skins of Friedensreich Hundertwasser. The method used is the hermeneutic-documentary. It concludes in the need to maintain a critical attitude and a permanent social action, which allows consolidating liberation through a decolonization project. [ABSTRACT FROM AUTHOR]

The following research analyzes democracy as a humanizing deliberation in the face of contemporary economic globalization in the pedagogical thought of Paulo Freire. Therefore, it points out the shortcomings of totalitarianism that imposes socio-political procedures that validate the exploitation of natural resources, the disarmament of the national productive apparatus and the dismantling of politics as a capacity that legitimizes consensus. Consequently, education is promoted to form democratic societies when it establishes human rights on the dignity that life contains, it is capable and promoting dialogue for the confluence of reasons, solidarity as action in the face of injustices and compassion as a disposition to emancipatory practices. This is a diachronic bibliographic research from the rationalist-deductive approach. [ABSTRACT FROM AUTHOR]

This article examines interview data with faculty teaching in a college-community partnership program for low-income adult students in an urban setting. The purpose of the study was to explore faculty understandings of the diverse learning needs of their students and the perceptions they have of the efficacy of their teaching practices regarding course design and delivery. Findings highlight the central dynamic of teaching as a negotiated relationship and process of mutual learning between faculty and students, and the means by which faculty work to create engaging and empowering classroom environments. Our research is relevant to educators interested in designing and delivering courses from a social justice perspective in order to encourage adults from low-income communities to pursue a post-secondary pathway. Keywords: post-secondary access, adult learners, low-income student engagement, social justice education Le present article examine des donnees d'entrevues realisees avec le corps professoral dans le cadre d'un programme de partenariat college-communaute a l'intention d'etudiants adultes a faible revenu en milieu urbain. L'etude avait pour but d'explorer la facon dont le corps professoral comprend les divers besoins en apprentissage de ses etudiants et la facon dont il percoit l'efficacite de ses pratiques d'enseignement en ce qui a trait a la conception et a l'offre des cours. Les resultats font ressortir la dynamique centrale de l'enseignement en tant que relation negociee et comme processus d'apprentissage mutuel entre le corps professoral et les etudiants, et les moyens par lesquels le corps professoral s'emploie a creer des environnements de salle de classe captivants et stimulants. Notre recherche s'avere pertinente pour les educateurs qui souhaitent concevoir et offrir des cours dans une perspective de justice sociale afin d'encourager les adultes issus des communautes a faible revenu a poursuivre des etudes postsecondaires. Mots-cles : acces aux etudes postsecondaires, apprenants adultes, faible revenu, engagement des etudiants, education a la justice sociale, Introduction Low-income adult learners in Canadian communities face a wide range of financial and non-financial barriers regarding accessibility to a post-secondary education. Such barriers include socio-economic challenges, unemployment, low rates [...]

This qualitative study examined how elementary and secondary preservice teachers in the rural Midwest conceptualize 'culture' and how preservice teachers' subjectivities and conceptions of culture shape their pedagogical practices. Thirty-six preservice teachers participated in a course on effective planning designed to address topics such as special education, English language learners, race, those living in difficult circumstances, and gender representation. Results reveal that despite exposure to reflections and discussions on privilege and hegemony to confront biases and deficit perspectives, ethnocentrism persisted., Introduction Students in U.S. public schools represent, more than ever, a wide range of culturally and linguistically diverse backgrounds due in part to immigration and refugee resettlement patterns (National Center [...]

This study investigated the factors that pushed and pulled social justice educators out of urban elementary and secondary (K-12) schools and into teacher education. The authors utilized an auto ethnography and counternarrative methodology to examine the systemic and distinct factors that impacted four social justice educators' decisions to leave K-12 schools. Two central categories emerged: neoliberal K-12 push factors and pull factors that lured educators into academia. The study also revealed K-12 persistence strategies and describes the way educators reimagine their work in teacher education. It is imperative to learn how educators are maintaining their commitment to social justice on all fronts., Introduction I am not leaving the fight, but simply moving to another front. The fight continues on the same. Wherever I am I will be engaged as you are in [...]

In this paper an argument is made for paying attention to the discursive features of classroom talk; particularly, for how the teacher authorises ways of knowing and speaking about the world for students. One teacher's pedagogic practice is described as she teaches English and History through an integrated endeavour with a group of Year 8 students. She aims to empower a small group of Aboriginal students--in her predominantly European classroom--to speak of their history, in and on their own terms. Teaching Australian History in schools and whether to take a colonial or first nations standpoint is contested. The ethnographic research on which this paper is based, follows three teachers across one school year. The focus of this study is in how classroom talk constrains or enables students to engage in dialogical ways. Following Bakhtin (1981) and Freire (1970), dialogic learning engagements are understood as those which provide students with opportunities to explore new, contested or different understandings about the world. This paper illustrates the extent to which a teacher's view towards knowledge influences students' conceptualisations and expressions of what is identified as important to know., Introduction Education is key to young peoples' successful agentive futures (Griffith, 2012), and talking about the world is central to how young people come to know their place in it [...]

Through a case study of two doctoral programs situated in the United States, this essay highlights how doctoral programs designed to prepare leaders in K-16 institutions and other contexts can be 'framed around questions of equity, ethics, and social justice to bring about solutions to complex problems of practice' (CPED, 2016; Buss, Zambo, Zambo, Perry, & Williams, 2017; Zambo, Buss & Zambo; 2015). More specifically, we argue that programs should be able to clearly and explicitly articulate their distinctive understanding of 'social justice' and trace the ways that this understanding is operationalized in particular facets of their program. In the following sections, we first offer a brief overview of our educational contexts, our programmatic definitions of social justice, and the ways we put that definition to work in our courses. Importantly, we offer the following as work-in-progress examples to serve as entry points into a larger conversation about operationalizing specific understandings of social justice in education doctorate programs, rather than as exemplars or models., Introduction Today's educational context is characterized by an increasingly neoliberal, 'corporate' educational reform movement emphasizing accountability and privatization (Porfilio & Ford, 2015), a clamor for 'new knowledges' prompted by shifts [...]

Abstract In the twenty-first century, many music education scholars seek to reconceptualize music education toward social justice. Critical pedagogy is at the forefront of this shift. However, as teachers aim [...]

Introduction I had previously read about how teleconferencing technologies could be used to connect students from different countries with the intention of exposing them to a new culture. I even [...]