(Re)existence in Times of De-existence: Political-Pedagogical Notes to Paulo Freire

Autor/in	Walsh, Catherine E.
Titel	(Re)existence in Times of De-existence: Political-Pedagogical Notes to Paulo Freire
Quelle	In: Language and Intercultural Communication, 21 (2021) 4, S.468-478 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-8477
DOI	10.1080/14708477.2021.1916025
Schlagwörter	Teaching Methods; Power Structure; Educational Change; Pandemics; COVID-19; Racial Bias; Social Systems; Developing Nations; Developed Nations; Educational Theories; Educational Practices; Educational Quality; Resilience (Psychology); Critical Theory; Social Problems; Ethics; Educational Philosophy + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsreform; Racial discrimination; Rassismus; Social system; Soziales System; Developing country; Developing countries; Entwicklungsland; Developed countries; Industriestaat; Industrieland; Educational theory; Theory of education; Bildungstheorie; Bildungspraxis; Quality of education; Bildungsqualität; Kritische Theorie; Social problem; Soziales Problem; Ethik; Bildungsphilosophie; Erziehungsphilosophie
Abstract	How are we to think about pedagogy and education in these present times when existence itself is in tension and question? As the pandemics of COVID-19, systemic racism, capitalist greed, and land-based plundering, displacement, and dispossession work together to reconfigure power and, relatedly, formal education, most especially in the Global South, what might it mean to think from and shift our gaze toward the decolonial 'cracks'? How do these 'cracks' -- understood as the extant and nascent fissures in the dominant order -- take form? Who are the 'crack-makers' and in what ways, through their ground up theorizing, practice, and praxis, are they giving substance and form to the pedagogical imperatives of resistance, re-existence, hope, and life, imperatives conspicuously absent in the conceptualization and rhetoric of 'quality education'? And finally, what might a reading and rereading of Paulo Freire offer in this regard? (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01