Literaturnachweis - Detailanzeige
| 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 |
| 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 |
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