Pedagogies of Hope and Drug-Related Deaths in Scotland

Autor/in	Player, John
Titel	Pedagogies of Hope and Drug-Related Deaths in Scotland
Quelle	In: Studies in the Education of Adults, 54 (2022) 2, S.145-160 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-0830
DOI	10.1080/02660830.2022.2065785
Schlagwörter	Psychological Patterns; Mortality Rate; Death; Drug Abuse; Incidence; Neoliberalism; Social Class; Social Differences; Social Systems; Teaching Methods; Critical Theory; Educational Philosophy; History; Place Based Education; Disadvantaged; Colonialism; Foreign Countries; Adult Education; Social Change; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Mortalitätsrate; Sterbefall; Tod; Todesfall; Vorkommen; Neo-liberalism; Neoliberalismus; Social classes; Soziale Klasse; Sozialer Unterschied; Social system; Soziales System; Teaching method; Lehrmethode; Unterrichtsmethode; Kritische Theorie; Bildungsphilosophie; Erziehungsphilosophie; Geschichte; Geschichtsdarstellung; Kolonialismus; Ausland; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Sozialer Wandel
Abstract	The incidence of drug-related deaths in Scotland has reached crisis proportions. Comparable only to the rust belt States in the US these figures point to the impact of the rapid scale of deindustrialisation and a global neoliberal economy, based on austerity, deepening class divisions and a return to a more naked form of capitalism. The question is, does a critical pedagogy have a role to play in understanding and addressing the challenges involved? In other words, how can a practice of such a pedagogy allow participants to deconstruct and decode the structures of domination that oppress and divide them/us? Such pedagogy has undergone differing degrees of reassessment as it no longer serves as an 'adequate platform from which to mount a vigorous challenge to the current social division of labour'. However, the need for a critical pedagogy, rooted in a Freirean notion of hope, for such communities has never been more apparent. This article will attempt to resolve the extent to which such a pedagogy translate from its esoteric detachment to one rooted in history, place and practices, and one capable of engaging with the most disadvantaged, and colonialised fraction of the Scottish society. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01