Developing Critical Education Thought in Community Development: The Freirean Approach in Japan

Autor/in	Miyazaki, Takashi
Titel	Developing Critical Education Thought in Community Development: The Freirean Approach in Japan
Quelle	In: Asia Pacific Education Review, 18 (2017) 2, S.227-234 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1598-1037
DOI	10.1007/s12564-017-9486-5
Schlagwörter	Critical Theory; Teaching Methods; Educational Philosophy; Case Studies; Foreign Countries; Educational Researchers; Learning Theories; Community Education; Agricultural Colleges; Educational Theories; Japan; Asia + Suchen Sie Ihr Suchwort? Kritische Theorie; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsphilosophie; Erziehungsphilosophie; Case study; Fallstudie; Case Study; Ausland; Erziehungswissenschaftler; Erziehungswissenschaftlerin; Learning theory; Lerntheorie; ; Gemeinschaftserziehung; Nachbarschaftserziehung; Landwirtschaftliche Fakultät; Landwirtschaftliche Hochschule; Educational theory; Theory of education; Bildungstheorie; Asien
Abstract	If we use words from Freirean thought, we can find "indigenous Freirean thought" in each country. This paper discussed critical education theory's maturing process during Japan's modernization process and analyzed the conditions for creating an alternative community, based on an emancipatory learning practice. In East Asian countries, modernization process exposed its inherent violence and exploitative nature. In Japan, critical researchers on education have been looking for the conditions of establishing a learning theory for emancipation under this process. The deconstruction of people's underlying consciousness that was formed during the modernization process was considered as one of necessary conditions by the researchers. In this context, community was proposed as a tool for decoding conflict among the oppressed people. Here, we can find the same approach as Freire. Furthermore, the case study on the experience of community education in Yamagata farmer's college revealed a double bind, which was generated by conscientization of the contradiction of self. It is an essential moment for creating a community, and making judgment of social directionality clear. It is safe to say the experiences of community learning in East Asian countries have a possibility of creating an alternative critical theory of education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01