International Portal of Teacher Education
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Search results for: De Lissovoy Noah
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The purpose of this article is to specify the grounding concepts and principles that should inform a contemporary emancipatory education.
Hence, the article describes two central principles for a renewed emancipatory pedagogy across educational contexts:
the recognition of an essential equality between students and teachers and a liberatory agency that uncovers and builds on students' effectivity as beings against domination.
This article has important implications for educational researchers and practitioners concerned with social justice, transformation, and the struggle against oppression.
Published: 2010
Updated: Nov. 23, 2010
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This paper proposes a philosophical reconstruction of the subject of the educator as the agent of curriculum. This political ontology of the subject suggests a process of reconstruction consisting of several stages: the disclosure of ideology and complicity, the investigation of the process of interpellation, and the creation of a fundamentally collective educational practice. It is only on the basis of the effective staging of this crisis at the heart of the teaching subject that a meaningful critical pedagogy and curriculum can be articulated.
Published: 2010
Updated: Nov. 23, 2010