Paulo Freire Fifty Years Later: An Afterword

Darder, Antònia

doi:10.5040/9781350117211.ch-022

Cited by 13 publications

(20 citation statements)

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“…Following Freire (1996b), love is an act of bravery, courage, faith, hope, humility, patience, respect and trust. Pedagogies of love are linked to personal commitments from teachers to care for their students (Darder, 2017). From a pedagogy of love perspective, teachers and carers should stimulate creativity and imagination in their students, and their capacity to critique their surroundings and challenge inequity and injustice.…”

Section: Introductionmentioning

confidence: 99%

Children’s Experiences of Lockdown and Social Distancing in the Covid-19 Pandemic

González-Calvo

Varea

Monge

2022

Journal of Family Issues

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Covid-19 was declared a pandemic in March 2020, and the world has witnessed significant changes since then. Spain has been forced to go into extreme lockdown, cancelling all school classes and outdoor activities for children, which may have significant consequences on young people. This paper explores how young children have experienced lockdown as a consequence of the ongoing Covid-19 pandemic and what they think about their future lives after Covid-19. Data were collected from 73 students aged from 7 to 9 years old, using participant-produced drawings and short questions with children’s and parents’ descriptive comments. We used a children’s rights perspective and the Freirean approach of a pedagogy of love and hope to analyse the data. Results suggest that participants have been through significant changes in their routines, and that what they miss most from their lives before Covid-19 is playing outdoors with their friends and visiting their grandparents. To our knowledge, this paper is the first of its kind in investigating how the Covid-19 pandemic has influenced the ways that children lived during pandemic and its possible implications for their futures.

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Section: Introductionmentioning

confidence: 99%

Children’s Experiences of Lockdown and Social Distancing in the Covid-19 Pandemic

González-Calvo

Varea

Monge

2022

Journal of Family Issues

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“…Critical of current democratic systems and the deficits inherent within them that reproduce inequities, these conceptions challenge the confines of market-oriented notions of freedom (Sant, 2019). Critical educational theorists including Paolo Freire (1968), Michael Apple (1996) and Antonia Darder (2017) advocate for educational experiences that nurture learners to see themselves as agents of social transformation, committed to the values of equity. In their framework for “critical citizenship education”, Laura Johnson and Paul Morris (2010) emphasize nurturing critical thinking skills intending to challenge the status quo and imagine a better world.…”

Section: Supporting Youth Activism and Agencymentioning

confidence: 99%

“We’re fighting for our lives”: Centering affective, collective and systemic approaches to climate justice education as a youth mental health imperative

Vamvalis

2023

Research in Education

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Young people’s ongoing, necessary confrontation with painful and distressing realities exacerbated by ecological precarity in diverse contexts has profound implications for formal education systems. Additionally, educational policy in many contexts has been slow to respond to the urgency of addressing climate change, nor has most policy robustly conceptualized a vision for climate justice education. Centering the voices of three young climate justice activists (ages 16–20) in Canada through a qualitative study, this paper explores possible educational responses that recognize the embodied consequences of climate injustice and inaction on youth mental health and well-being. Through their encounters with activism in collective, justice-centered movements, these young people articulate how their commitments to creating more life-affirming and equitable realities by challenging current economic and political structures and discourses are integral dimensions of their efforts to be and feel well (hopeful and purposeful) in a context of pronounced uncertainty and distress. Despite these possibilities, youth participants describe the overwhelming and complex emotions they are grappling with as they face dispiriting projections for the future. These growing challenges are an opportunity to reconsider common “apolitical” and individualized approaches to citizenship, climate and environmental education. Findings suggest that supporting youth to act thoughtfully and impactfully in transforming cultural, economic and political structures and systems that reproduce harm can be a way to nurture meaning, purpose and hope. Additionally, youth participants advocate for integrating robust resources and support within formal education institutions to assist in collectively processing the emotional and psychological impacts of climate injustice. At the same time, findings suggest that the participating youth did not yet integrate conceptions of ecological interrelationship or interconnection in their approaches, offering possible avenues for further pedagogical development.

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“…. to the degree that our bodies are actively implicated in the remaking of our world’ (Darder, 2021: xxv). CML and similar new concepts from academic librarians and other educators could expand critical maker-learning into a new transdisciplinary conceptual gateway for HE to fulfil its ‘essential role in sustainability’ (Žalėnienė and Pereira, 2021: 99), thereby contributing to meeting global UN Sustainable Development Goals (SDGs).…”

Section: Critical Materials Literacy: Theory and Practicementioning

confidence: 99%

Insights from a cultural-historical HE library makerspace case study on the potential for academic libraries to lead on supporting ethical-making underpinned by ‘Critical Material Literacy’

Curry

2022

Journal of Librarianship and Information Science

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This article explores the tensions and contradictions in the potential success of maker-learning in Higher Education (HE) as supported in academic library makerspaces. Insights are formed from an in-depth, Cultural-Historical Activity Theory framed case study on a well-established North American HE academic library-based makerspace service. Lessons are drawn from the organisational tensions that emerged as challenges in its development. Participants were from the library service, students and academics from different disciplines that make significant use of the library makerspace. The ‘relational agency’ and ‘common knowledge’ of academic librarians in bringing together academic and student perspectives on the utility of maker-learning is found to be key. Maker-learning is observed to be an intertwined embodied/haptic, social/dialogic and rational/critical expansive cross-disciplinary system in a Zone of Proximal Development. Evidence of attempts to address the themes of inclusivity, diversity and sustainability to achieve ethical-maker-learning outcomes are discussed and developed. The article then expands on Ratto’s Critical Maker pedagogy utilised by the case study library service. I conclude with the proposal of a potentially transformative new concept for supporting cross-disciplinary maker-learning systems, ‘Critical Material Literacy’ (CML), whereby technical and material awareness connects with progressive concerns for people and the planet. This new theoretical concept is designed to start proactively addressing the key case study themes, with academic librarians becoming critical agents in creating ethical-maker knowledge hubs.

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Paulo Freire Fifty Years Later: An Afterword

Cited by 13 publications

References 0 publications

Children’s Experiences of Lockdown and Social Distancing in the Covid-19 Pandemic

Children’s Experiences of Lockdown and Social Distancing in the Covid-19 Pandemic

“We’re fighting for our lives”: Centering affective, collective and systemic approaches to climate justice education as a youth mental health imperative

Insights from a cultural-historical HE library makerspace case study on the potential for academic libraries to lead on supporting ethical-making underpinned by ‘Critical Material Literacy’

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