Mobilising Freirean Pedagogical Practices in South Africa and Canada during Facilitator Training

Autor/in	Steer, Ashleigh L.
Titel	Mobilising Freirean Pedagogical Practices in South Africa and Canada during Facilitator Training
Quelle	In: Studies in Continuing Education, 44 (2022) 1, S.55-69 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0158-037X
DOI	10.1080/0158037X.2020.1759523
Schlagwörter	Teaching Methods; Critical Theory; Popular Education; Facilitators (Individuals); Cross Cultural Studies; Criticism; Epistemology; Ideology; Organizational Culture; Teaching Styles; Social Influences; Political Influences; Foreign Countries; Workshops; Ethnography; Canada; South Africa + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Kritische Theorie; Befreiungspädagogik; Cultural comparison; Kulturvergleich; Kritik; Erkenntnistheorie; Ideologie; Unternehmenskultur; Lehrstil; Unterrichtsstil; Sozialer Einfluss; Political influence; Politischer Einfluss; Ausland; Lernwerkstatt; Schulung; Ethnografie; Kanada; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This paper discusses insights from a larger study of popular educators' deployment of Freire's pedagogical principles during facilitator training. The paper focuses on data from two facilitators and attempts to examine how popular education principles are applied in two different socio-economic and political contexts, Canada and South Africa. Freire's early work on popular education traditions formed the base of the theoretical lens; Foley's theory of ideology with other critical theorist's concepts and critiques of Freire are drawn upon to analyse the evolution of Freire's critical pedagogy and to examine what factors affect its deployment in different contexts. The research design is grounded in interpretivist epistemology and uses a case study approach to examine Freire's pedagogical approaches in two different contexts. Three forms of qualitative data collection tools were utilised: semi-structured interviews, observations and document analysis. Key findings from this study illuminate the influential significance of facilitators' individual ideologies and organisational cultures and demands. It describes how education's relationship with the state must be analysed to assemble a comprehensive understanding of what social and political factors affect pedagogical choices and styles. This study offers more knowledge to the literature concerning the recontextualisation of pedagogy and the factors that affect it. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01