Teaching and Learning Paulo Freire: South Africa’s Communities of Struggle

Sinwell, Luke

doi:10.25159/1947-9417/9368

Cited by 7 publications

(3 citation statements)

References 16 publications

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“…O segundo artigo, de 1974, é de autoria de Dennis Gleeson, afiliado à Universidade de Keele, Reino Unido, que, a partir da análise da obra Pedagogia do oprimido, destacou a importância do trabalho emergente de Paulo Freire para docentes e discentes refletirem criticamente sobre os problemas sociais, em especial aqueles que afetavam o Terceiro Mundo, porque os capacitavam a recusar a subserviência aos dogmas e aos mitos naturalizados (GLEESON, 1974). Dentre as produções mais recentes, consta o artigo de Luke Sinwell, pesquisador da Universidade de Joanesburgo, África do Sul, que, no intuito de desafiar os sistemas de opressão, destaca as conexões da educação libertadora com justiça social e movimentos sociais (SINWELL, 2022).…”

Section: Resultsunclassified

Paulo Freire na produção científica nacional e internacional: uma análise bibliométrica (1973-2022)

Neves,

Machado

2024

Educação

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As contribuições do educador Paulo Freire perpassam o campo educacional em interface com diversas áreas do conhecimento. Objetivou-se analisar os artigos que versam sobre Paulo Freire indexados na base Web of Science no período de 1973 a 2022. Desenvolveu-se um estudo bibliométrico que analisou 913 artigos. As formulações da Web of Science e os programas VOSviewer e Excel favoreceram o tratamento e a análise dos dados. O primeiro artigo foi indexado em 1973, com ascensão desde 2007, bem mais expressiva a partir de 2017. O Brasil possui o maior número de artigos, mas a maioria das citações é dos Estados Unidos; 63 países estão em coautoria; a temática discutida é plural, fortemente adensada pelo itinerário freireano em defesa da educação libertadora, incluindo temas emergentes, como gênero sexual e ecopedagogia. Corroboram-se a influência e a atualidade das concepções de Paulo Freire, que notabilizam a História da Educação brasileira nacional e internacionalmente.

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Section: Resultsunclassified

Paulo Freire na produção científica nacional e internacional: uma análise bibliométrica (1973-2022)

Neves,

Machado

2024

Educação

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“…The latter is not justice. Justice is not equal treatment per se, because that does not work to address and deal with inequalities, but rather missional-political justice within the ecclesiological realm, as well as within society, is to bring all to equality by meeting the needs of individuals in a particular context and working to bring them to the same 'standard' as others (Sinwell, 2022). Therefore, this challenges the conventional understanding of what fairness is.…”

Section: Missional Reappropriation For the Oppressedmentioning

confidence: 99%

A Critical Analysis of Affirmative Action in South Africa: Theological and Educational Perspectives

Pietersen

2023

pharosjot

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In recent years, there has been an increasing interest in social justice action that is deliberate and affirmative to marginalised groups in South Africa. The background to this is framed against a ‘Missionary-political justice’ or 'missional-political justice' approach, the clear distinctive that characterises missional imperatives that is very clearly related to postmodern South African culture... [and] emerging churches in postmodern contexts'. The use of this approach gives a new wave of interpretation in the field of mission in order to ultimately deal with developments in South Africa generally but more particularly within ecclesiological structures. An adequate case is defended, and the implications of apartheid in the current South Africa necessitate affirmative action as justice and finally an examination of justice and restitution as founded in Scripture, as a fundamental authority is argued. This article brings a missional-political discourse into discussion with the Scriptures as well as practical theology. It also explores the intersections between the theological theme of social justice from theological and educational interactions.

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“…The emancipatory ideals of critical pedagogy are spectres of the Frankfurt school of critical theory based on Enlightenment ideals also evident in Paulo Freire's (1972) notion of "conscientisation" and decolonial scholar wa' Thiong'o's (1981) "Decolonising of the mind". Paulo Freire's ghost lingers on in the field of curriculum studies internationally and in relation to South African higher education in several works including, Le Grange (2011a), Rule (2011), Roux andBecker (2016), andSinwell (2022). Despite its radical nature to transform minds and society, critical pedagogy has received criticisms over the years: Deever (1996) argued that it has failed to transform education because of its refusal to engage in the politics of negotiation and translation and therefore remained ensconced in the academe.…”

Section: Curriculum Studies In the Posthuman Conditionmentioning

confidence: 99%

Curriculum Studies in the posthuman condition/posthuman curriculum (studies)

Le Grange,

Du Preez

2023

SAJHE

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In this article we discuss the difference between curriculum studies (as a field of inquiry) in the posthuman condition and posthuman curriculum (studies). The posthuman condition is characterised by both posthumanism and post-anthropocentrism and relates respectively, to how we now define human given humans' entanglement with new technologies, and the ethical response-ability of humans in intra-action with the more-than-human-world in a context of impending ecological disaster. In this article we shall argue that although Enlightenment humanism has been challenged philosophically/conceptually both in discourses on anti-humanism and posthumanism, humanist approaches to curriculum studies remain with us in the posthuman condition -the ghosts of Dewey, Tyler, Freire, etc., imbue much of curriculum work. However, the posthuman condition also produces posthuman thought that makes it possible to reimagine curriculum studies, that we shall call posthuman curriculum (studies). We shall review different approaches to curriculum studies in the posthuman condition, and then turn our attention to posthuman curriculum (studies). We argue that curriculum (as a vital concept) in posthumanist terms is intelligible and manifests through intra-actions, processes of becoming and experimenting. Set against sedentary states of being that mark curriculum studies in the posthuman condition; becoming, intra-acting and experimenting in posthuman curriculum (studies) are acts, doings in and of this world. The acts and doings in posthuman curriculum (studies) that are mostly written about include: improvisation, theorisation and diffraction. To these we add and specifically discuss quantum tunnelling, tracing, and desiring. Other forms of curriculum experimentation worthy of consideration in posthuman curriculum (studies) but not discussed in the article are queering, imagining, and writing. Towards the end we make the point that although some connections with the past (such as those that haunt curriculum discourses) can be threatening to life, connections of the thick now hold potential and radical openness for newness.

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Teaching and Learning Paulo Freire: South Africa’s Communities of Struggle

Cited by 7 publications

References 16 publications

Paulo Freire na produção científica nacional e internacional: uma análise bibliométrica (1973-2022)

Paulo Freire na produção científica nacional e internacional: uma análise bibliométrica (1973-2022)

A Critical Analysis of Affirmative Action in South Africa: Theological and Educational Perspectives

Curriculum Studies in the posthuman condition/posthuman curriculum (studies)

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