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Autor/inn/en | Suoranta, Juha; Hjelt, Nina; Tomperi, Tuukka; Grant, Anna |
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Titel | Reinventing Paulo Freire's Pedagogy in Finnish Non-Formal Education: The Case of Life Skills for All Model |
Quelle | In: Educational Philosophy and Theory, 54 (2022) 13, S.2228-2242 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Suoranta, Juha) ORCID (Tomperi, Tuukka) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0013-1857 |
DOI | 10.1080/00131857.2021.1974839 |
Schlagwörter | Teaching Methods; Informal Education; Foreign Countries; Educational Philosophy; Educational Change; Transformative Learning; Educational Theories; Adult Learning; Case Studies; Pilot Projects; Barriers; Educational Practices; At Risk Persons; Employment; Personal Autonomy; Learning Activities; Adult Education; Digital Literacy; Numeracy; Immigrants; Well Being; Parent Child Relationship; Daily Living Skills; Money Management; Labor Force Nonparticipants; Self Esteem; Community Role; Capacity Building; Finland Teaching method; Lehrmethode; Unterrichtsmethode; Informelle Bildung; Nichtformale Bildung; Ausland; Bildungsphilosophie; Erziehungsphilosophie; Bildungsreform; Pädagogische Transformation; Educational theory; Theory of education; Bildungstheorie; Adulte education; Adult training; Erwachsenenbildung; Case study; Fallstudie; Case Study; Pilot project; Modellversuch; Pilotprojekt; Bildungspraxis; Risikogruppe; Dienstverhältnis; Individuelle Autonomie; Lernaktivität; Adult; Adults; Education; Adult basic education; Rechenkompetenz; Immigrant; Immigrantin; Immigranten; Well-being; Wellness; Wohlbefinden; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Alltagsfertigkeit; Self-esteem; Selbstaufmerksamkeit; Finnland |
Abstract | The article contributes to the academic discussion on Paulo Freire's pedagogical thinking as a basis for reinventing contemporary non-formal education. In Finland, Freire's transformational/liberatory theory of adult learning was applied as a framework for developing an adult educational model called Life Skills for All. The pilot project's case studies were carried out with different groups of people during the model's development phase. We describe these cases and discuss what can be learned from them for offering basic and life skills education for adult groups at risk of social disenfranchisement. Our case study analysis highlights some new practices and challenges based on the model's different applications. We argue that even for basic capacity building of employment skills, it is essential to develop a non-instrumental, holistic, and societal educational approach. Elements for such an approach can be derived from both the Nordic and Freirean traditions of adult education. Also, we suggest that the Life Skills for All model benefits learners' agency and empowerment by putting the learner at the center, combining the learning of different basic skills, and emphasizing the central role of the local community in participants' learning activities. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |