Re-Assembling Anti-Oppressive Practice (1): The Personal, the Political, the Professional

Autor/in	Batsleer, Janet
Titel	Re-Assembling Anti-Oppressive Practice (1): The Personal, the Political, the Professional
Quelle	In: Education Sciences, 11 (2021), Artikel 645 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Power Structure; Educational Practices; Experiential Learning; Informal Education; Theory Practice Relationship; Higher Education; Educational History; Personal Narratives; Youth Programs; Social Change; Sociology; Critical Theory; Foreign Countries; Political Influences; Ethics; Accountability; Educational Change; Teacher Attitudes; Teacher Education Programs; Community Programs; United Kingdom + Suchen Sie Ihr Suchwort? Bildungspraxis; Experiental learning; Erfahrungsorientiertes Lernen; Informelle Bildung; Nichtformale Bildung; Theorie-Praxis-Beziehung; Hochschulbildung; Hochschulsystem; Hochschulwesen; History of education; Bildungsgeschichte; Erlebniserzählung; Jugendsofortprogramm; Sozialer Wandel; Soziologie; Kritische Theorie; Ausland; Political influence; Politischer Einfluss; Ethik; Verantwortung; Bildungsreform; Lehrerverhalten; Großbritannien
Abstract	This essay offers a broken narrative concerning the early history of anti-oppressive practice as an approach in the U.K. to youth and community work and the struggles over this in the context of UK higher education between the 1960's and the early 2000's. Educating informal educators as youth and community workers in the UK has been a site of contestation. Aspects of a genealogy of that struggle are presented in ways which link publicly available histories with personal memories and narratives, through the use of a personal archive developed through collective memory work. These are chosen to illuminate the links between theory and practice: on the one hand, the conceptual field which has framed the education of youth and community workers, whose sources lie in the academic disciplines of education and sociology, and, on the other hand, the social movements which have formed the practice of informal educators. Six have been chosen: (1) The long 1968: challenging approaches to authority; (2) the group as a source of learning; (3) The personal and political: experiential learning from discontent; (4) Paolo Freire and Critical Praxis; (5) A critical break in social education and the reality of youth work spaces as defensive spaces; (6) New managerialism: ethics vs. paper trails. The approach taken, of linking memory work with present struggles, is argued to be a generative form for current critical and enlivening practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01