Teaching and Learning Paulo Freire: South Africa's Communities of Struggle

Autor/in	Sinwell, Luke
Titel	Teaching and Learning Paulo Freire: South Africa's Communities of Struggle
Quelle	In: Education as Change, 26 (2022), Artikel 9368 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sinwell, Luke)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1682-3206
Schlagwörter	Disadvantaged; Educational Practices; Social Change; Teaching Methods; Critical Theory; Higher Education; Neoliberalism; Teacher Student Relationship; College Faculty; Barriers; Educational Objectives; Social Justice; Democracy; Learning Processes; Activism; Researchers; Community Organizations; Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? Bildungspraxis; Sozialer Wandel; Teaching method; Lehrmethode; Unterrichtsmethode; Kritische Theorie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Neo-liberalism; Neoliberalismus; Teacher student relationships; Lehrer-Schüler-Beziehung; Fakultät; Educational objective; Bildungsziel; Erziehungsziel; Soziale Gerechtigkeit; Demokratie; Learning process; Lernprozess; Aktivismus; Politischer Protest; Researcher; Forscher; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This article highlights both the internal educative practices of social movements and how these practices can effectively link to building Freirean pedagogies within higher education institutions. At the heart of this possibility lies the democratic transformation of relations between students and teachers on the one hand and researchers and activists on the other. I draw from two case studies of my own research on community-based organisations and workers' movements in post-apartheid South Africa, which point to the possibilities and challenges of developing Freirean approaches within the neoliberal higher education context. The article suggests that if the goal of education is to challenge systems of oppression, then social justice and the democratisation of the knowledge project must be the guiding principles we employ to navigate our everyday teaching and learning practices both inside and outside the academy. (As Provided).
Anmerkungen	Education as Change. The Centre for Education Rights and Transformation, Faculty of Education, University of Johannesburg, PO Box 524, Auckland Park, Johannesburg 2000, South Africa. Tel: +27-11-5591148; e-mail: journal-ed@uj.ac.za; Web site: https://unisapressjournals.co.za/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01