Freire and Education

Darder, Antònia

doi:10.4324/9780203109021

Cited by 55 publications

(65 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…While my analysis was primarily data-driven, it was influenced by my long-standing interest in Paulo Freire's work (Kaukko, 2015). Especially Freire's texts about pedagogical love, and their interpretations by thinkers such as Antonia Darder (2014Darder ( , 2017 and Michalinos Zembylas (2017), resonated with my views. However, rather than testing or validating theories, I approached them abductively: reasoning through the phenomenon in focus (my doctoral research process), considering its parallels to other observations (the findings of my original research) and existing theories (pedagogical love), resulting in an inferential creative process of producing new knowledge (Timmermans & Tavory, 2012, 171).…”

Section: Methodsmentioning

confidence: 63%

“…Freire did not specifically define pedagogical love, but he used the words of bravery, courage, faith, hope, humility, patience, respect, and trust throughout his writing to refer to an ethical way of working with multidimensional human beings, such as girls who are not only asylum-seekers or unaccompanied, but in many ways just like any other girls. In this view, love is not seen as a feminized, "soft", or sentimental topic of a private sphere (Darder, 2014). Instead, it is a set of intentional and conscious practices aiming for social justice.…”

Section: The Journey Of a Phd-studentmentioning

confidence: 99%

“…In my research, pedagogical love meant that I understood the girls' strengths and courage for doing what they had done, and seeing that my role was not to "rescue", "free", or "cure" someone in a vulnerable position. The idea of pedagogical love maintains that education and growth, as well as research with people, do involve the hope for something better, but achieving it requires consideration of another person as an individual capable for contributing to change (Darder, 2014;Freire, 1997).…”

Section: The Journey Of a Phd-studentmentioning

confidence: 99%

See 2 more Smart Citations

Intertwined Journeys of a PhD Student and Unaccompanied Minors: Autoethnography of Research with Vulnerable Participants

Kaukko

2018

IJDS

View full text Add to dashboard Cite

Aim/Purpose: The aim of this article is to discuss a PhD student’s experience of working with unaccompanied asylum-seeking minors, amidst a rapidly changing global situation. The focus is on how the research process influenced the novice PhD student, and how the student’s subject position influenced the research. Background: The incentive for this article comes from an examiner’s comment, which argued that the student’s thesis did not clarify her subject position, or allow her voice to be heard. Paulo Freire’s (2005) concept of “pedagogical love” is used in unpacking these dimensions. Methodology: The paper adopts an autoethnographic approach. The data, consisting of 48 pages of field notes written during the doctoral study, are analyzed abductively (Timmermans & Tavory, 2012), in dialogue with theory. Contribution: The paper brings to the fore the ways in which the doctoral research processes may influence students, especially those working closely and intensively with participants in emotionally challenging situations and within a research field in flux. This knowledge is rarely included in doctoral training, but is relevant in today’s world where migration and refugees have become a popular theme. Secondly, the paper contributes to the already well-established body of literature about how doctoral student’s positionality influences the research. Findings: The article utilises the ideas of storytelling (Weir & Clarke, 2018) and communicates findings in the form of three intertwined journeys: that of the author through her PhD process; the journey of her research participants from their countries of origin to Finland; and the journey of the PhD research within the historical turbulence of 2015 in global refugee situation. The findings show that acknowledging and reflecting one’s own emotional stance is required for the wellbeing of the student, as well as for an ethical research process resulting in a trustworthy outcome. The findings also suggest that although the love-rhetoric may sit awkwardly within our current academic perspectives, a focus on emotions does not diminish rigor in research. Instead, it enables ethical relationships and processes that are meaningful for all participants. Recommendations for Practitioners: The paper recommends that practitioners in academia (including doctoral supervisors) encourage doctoral students to “know with [their] entire body, with feelings, with passion and also with reason” (Freire 1997, p. 30), and to reflect on their positionality, as well as map their doctoral journeys in the intersection of others. Recommendation for Researchers: The paper highlights that researchers working with people in challenging situations must continuously question their biases, show interest in the research participants as individuals, and create trust through long involvement in the research field. Impact on Society: By highlighting the complexities encountered in this research project, the paper aims to disrupt the simplistic, often deficit-focused assumptions about people from refugee and asylum-seeking backgrounds. Future Research: The scope of the findings leaves open a discussion on critical moments during the shared journeys: how to enter the research field ethically, and how to exit after creating trust and building relationships?

show abstract

Section: Methodsmentioning

confidence: 63%

Section: The Journey Of a Phd-studentmentioning

confidence: 99%

Section: The Journey Of a Phd-studentmentioning

confidence: 99%

See 1 more Smart Citation

Intertwined Journeys of a PhD Student and Unaccompanied Minors: Autoethnography of Research with Vulnerable Participants

Kaukko

2018

IJDS

View full text Add to dashboard Cite

show abstract

“…This process of radicalization predisposes us to reevaluate constantly our lives, attitudes, behaviors, actions, decisions, and relationships in the world. 22 While Freireian approaches have only ever made limited inroads into formal education, many liberal and progressive pedagogies that have previously been a central part of schools, colleges and universities around the world share many of radical education's core concerns, goals and practices. 23 Progressive educators such as Steiner and Malaguzzi, for example, were initially motivated by the vast destruction caused by global warfare to 'develop an art of education which will lead us out of the social chaos into which we have fallen', and build a 'new society' in which such wars would never again happen.…”

Section: The Radical Tradition In Education and Youth Workmentioning

confidence: 99%

The deradicalisation of education: terror, youth and the assault on learning

Sukarieh¹,

Tannock

2015

Race & Class

View full text Add to dashboard Cite

A high profile anti-radicalisation agenda in schools and other educational institutions throughout Europe has risen in response to terrorist attacks on European countries in the first decades of the twenty-first century. This article looks critically at anti-radicalisation in education, arguing that it needs to be placed in the broader context of ongoing neoliberal educational reform, and questioned not just in terms of its dubious efficacy in addressing terrorism, or the civil rights harm it inflicts on Muslim and ethnic minority citizens in Europe, but also as a direct attack on the centuries old radical tradition in European education. In particular, anti-radicalisation diverts attention from the analysis of structural root causes of social problems, opposes the use of education for fundamental social change, and stigmatises transformational educational practices that many would argue are now vitally important in helping us collectively address a range of contemporary global social, economic and environmental crises.To be radical is to seek (practically or theoretically) to uncover and uproot the roots, foundations, or origins of a problem or a project.-Paul McLaughlin (2012) Radicalism 1As a school we recognise that safeguarding against radicalisation is no different to safeguarding against any other vulnerability…. The objectives … are to ensure that staff are fully engaged in being vigilant about radicalisation.-Anti-Radicalisation Policy (2015) Bhylls Acre Primary School, Wolverhampton, UK 2

show abstract

“…Academic literature highlighted how classroom teachers were scrutinized for student outcomes and charged with improving test scores. Educational researchers posited the teacher's role diminished over the last four decades (Darder, 2015;Sleeter & Stillman, 2005). Still, scholars highlighted the importance of teachers as a critical element at the center of the educational ecology contributing to democratic society (Bandura, 2006;Darling-Hammond, 1997;Dewey, 1909;Giroux & McLaren, 1986).…”

Section: Discussionmentioning

confidence: 99%

Practitioner Research in Schools: Revealing the Efficacy Agency Cycle

Resnick¹

View full text Add to dashboard Cite

Freire and Education

Cited by 55 publications

References 0 publications

Intertwined Journeys of a PhD Student and Unaccompanied Minors: Autoethnography of Research with Vulnerable Participants

Intertwined Journeys of a PhD Student and Unaccompanied Minors: Autoethnography of Research with Vulnerable Participants

The deradicalisation of education: terror, youth and the assault on learning

Practitioner Research in Schools: Revealing the Efficacy Agency Cycle

Contact Info

Product

Resources

About