A Place for Organisational Critical Consciousness: Comparing Two Case Studies of Freirean Nonprofits

Autor/in	Straubhaar, Rolf
Titel	A Place for Organisational Critical Consciousness: Comparing Two Case Studies of Freirean Nonprofits
Quelle	In: Comparative Education, 50 (2014) 4, S.433-447 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0068
DOI	10.1080/03050068.2014.884823
Schlagwörter	Comparative Analysis; Nonprofit Organizations; Case Studies; Foreign Countries; Social Justice; Political Attitudes; Consciousness Raising; Educational Theories; Educational Philosophy; Guidelines; Teaching Methods; Ethnography; Semi Structured Interviews; Observation; Brazil; Mozambique + Suchen Sie Ihr Suchwort? Nonprofit-Organisation; Case study; Fallstudie; Case Study; Ausland; Soziale Gerechtigkeit; Political attitude; Politische Einstellung; Bewusstseinsbildung; Educational theory; Theory of education; Bildungstheorie; Bildungsphilosophie; Erziehungsphilosophie; Richtlinien; Teaching method; Lehrmethode; Unterrichtsmethode; Ethnografie; Beobachtung; Brasilien; Mosambik
Abstract	One of the primary goals of Freirean theory is the achievement of a higher level of political and social consciousness amongst participants in educational programming. Freire himself only loosely defined this sense of consciousness, and interpretations of how this abstract concept might look vary widely. In some organisations, the politically radical goals of Freirean facilitators do not match the desired outcomes of participants. Other organisations may use Freirean methods to pursue their programming, but without subscribing to Freire's revolutionary educational project. This article provides case study examples of both extremes in Brazil and Mozambique, concluding with the argument that applying Freire's notion of critical consciousness organisationally can help to make sense of the diversity of interpretation among Freirean nonprofits. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10