Hope and Responsibility: Embracing Different Types of Knowledge Whilst Generating My Own Living-Educational-Theory

Autor/in	Carozzi, Giulia
Titel	Hope and Responsibility: Embracing Different Types of Knowledge Whilst Generating My Own Living-Educational-Theory
Quelle	In: Educational Action Research, 31 (2023) 1, S.21-35 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-0792
DOI	10.1080/09650792.2021.1880458
Schlagwörter	Action Research; Educational Theories; Power Structure; Western Civilization; Indigenous Knowledge; Sociocultural Patterns; Cultural Context; Positive Attitudes; Researchers; Social Responsibility; Authentic Learning; Foreign Countries; Discourse Analysis; Learning Processes; Moral Values; Freedom; Justice; Perspective Taking; Immigration; Democracy; Personal Narratives; Racism; African Culture; Cultural Awareness; Intergroup Relations; Parent Child Relationship; Altruism; Play; Stranger Reactions; Young Children; Mothers; Italy; Tanzania + Suchen Sie Ihr Suchwort? Projektforschung; Educational theory; Theory of education; Bildungstheorie; Soziokulturelle Theorie; Researcher; Forscher; Soziale Verantwortung; Ausland; Diskursanalyse; Learning process; Lernprozess; Moral value; Ethischer Wert; Freiheit; Gerechtigkeit; Zukunftsperspektive; Demokratie; Erlebniserzählung; Rassismus; Africa; Culture; Afrika; Kultur; Cultural identity; Kulturelle Identität; Intergruppenbeziehungen; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Altruistic behavior; Altruismus; Spiel; Fremdenprüfung; Frühe Kindheit; Mother; Mutter; Italien; Tansania
Abstract	For Foucault, discourses shape people's knowledge and inform how they act in a society. Power over others is legitimated by dominant discourses, a means through which hegemony discloses itself: a given group is entitled to oppress another. As a parent-educator based in Italy, I see such discourses manifesting themselves in actions and speeches. As a researcher, I also perceive the power of the dominant discourse promoted by the Western academies, which excludes many diverse knowledge systems present in the world. Using personally-orientated action research, in my living-educational-theory enquiry I aim to make a more aware contribution in the socio-historical and socio-cultural context I live in. I therefore clarify which values inform my way of being, and I analyse how much I've been influenced by dominant discourses which go against the values I hold. It is my "responsibility" to respect and absorb different types of knowledge, recognising the "other" as significant. In this, I am led by a sense of "hope": while acting against dominant discourses, I, and others, are making use of our social imaginations. In my hometown a community of authentic learners is forming. In it, we seek to convert 'power-over' to 'power-with' as we generate educational knowledge together. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01