Dialogue, knowledge and teacher-student relations: Freirean pedagogy in theory and practice.

Autor/in	Bartlett, Lesley
Titel	Dialogue, knowledge and teacher-student relations: Freirean pedagogy in theory and practice.
Quelle	In: Comparative education review, 49 (2005) 3, S. 344-364Infoseite zur Zeitschrift Verfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
ISSN	0010-4086
Schlagwörter	Befreiungspädagogik; Pädagogik; Bildungsinhalt; Volkserziehung; Führung; Vergleichende Erziehungswissenschaft; Empirische Untersuchung; Schüler-Lehrer-Beziehung; Lernen; Revolution; Alphabetisierung; Praxis; Theorie; Ethnische Gruppe; Nichtregierungsorganisation; Freire, Paulo; Brasilien; Lateinamerika
Abstract	The author first outlines some of the basic tenets of Freire's philosophy. She then discusses the setting of this study, the history of popular education in that region, and the methods by which she collected the data for this study. In the core of the article, she uses ethnographic data to show how Brazilian adult educators understood and employed Freirean pedagogical theory. Then the author discusses what these findings teach us about critical literacy and critical pedagogy. In the final section, she discusses the implications of these findings for two contemporary international educational efforts: (a) pedagogical efforts, especially among Latin American and Latino/a educators, to develop a pedagogy of caring and "love" and (b) recent attempts by critics of orthodox education, research, and development to ensure that indigenous knowledge is recognized, respected, protected, and employed. (DIPF/Orig./Ba.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2006/4