Pedagogies for the Future: Ethnographic Reflections on Two Latin American Learning Journeys

Autor/in	Rival, Laura
Titel	Pedagogies for the Future: Ethnographic Reflections on Two Latin American Learning Journeys
Quelle	In: Oxford Review of Education, 49 (2023) 4, S.555-568 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rival, Laura)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-4985
DOI	10.1080/03054985.2023.2213884
Schlagwörter	Futures (of Society); Ethnography; International Organizations; Teaching Methods; Learning Processes; Longitudinal Studies; Agricultural Education; Ecology; Conflict; Environmental Education; Popular Education; Foreign Countries; Community Development; American Indian Culture; Indigenous Knowledge; Folk Culture; Critical Theory; Brazil; Guatemala + Suchen Sie Ihr Suchwort? Future; Society; Zukunft; Ethnografie; International organisation; International organisations; International organization; Internationale Organisation; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Ökologie; Konflikt; Umweltbildung; Umwelterziehung; Umweltpädagogik; Befreiungspädagogik; Ausland; Community; Development; Entwicklung; Kritische Theorie; Brasilien
Abstract	In contribution to a body of scholarship that examines teaching as a form of learning, the paper addresses a central question: What can be learnt from organised mobilisation to educate in communities eager to strengthen their unique biocultural heritage? The question is explored through an examination of two grassroots education projects in Latin American provincial locations rich in history. Studied ethnographically over a period of fifteen years from the point of view of the educators who run them, these two projects offer a unique opportunity to examine the formation and the mobilisation of value in education. I show how popular education and agroecology methods are used in both cases to face socio-ecological conflicts and refocus developmental tensions. I conclude with a short reflection on UNESCO's 2020 approach to education and its vital role in radically reconfiguring humanity's place and agency on planet Earth. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01