critical pedagogy

  • The Polish Educational Policy after 28 Years of Political Transformation

    Author: Bogusław Śliwerski
    Institution: Faculty of Educational Sciences, Łódź
    Year of publication: 2018
    Source: Show
    Pages: 149-163
    DOI Address: http://dx.doi.org/10.15804/tner.2018.52.2.12
    PDF: tner/201802/tner20180212.pdf

    In this article I make a critical analysis of educational policy in Poland during the 28 years of the political transformation. In the transition period in Poland, from 1989 to 2017, education did not become a source of ongoing changes in the country. Further formations of political power, selected through elections, instead of decentralizing the school system, allegedly led to the creation of new models of school in a corset of centralism. To make matters worse, the prime ministers of the following governments from different political parties, taking into account their own or party interests, created the ministry of national education (or their decision-making power apparatus) who had disturbed communicational relationships with the public. In this article, I explain the reasons for the betrayal of elites in the context of fundamental assumptions of the “Solidarity” movement in the years of 1980 – 1989. As a result, Polish society abandoned the deliberative and participatory democracy. I look at how education, as a science and practice of education, fits into democratization of the Polish state and society. What is of key importance is the perception of education as a common good, as environments and entities, institutions or management practices which participate in a democratic society.

  • Kolonializm, kolonizacja i dekolonizacja w filozofii wychowania Paulo Freirego

    Author: Piotr Stańczyk
    Year of publication: 2017
    Source: Show
    Pages: 58-73
    DOI Address: https://doi.org/10.15804/kie.2017.03.04
    PDF: kie/117/kie11704.pdf

    This article aims at reconstruction of crucial for pedagogy of emancipation notions associated with colonisation and decolonisation. This objective includes both literally and metaphor meanings of colonisation and decolonisation used by P. Freire in his philosophy of education. Thus I will present modified by P. Freire conception of closed society as a relic of colonial society and I will also present his notion of colonisation and decolonisation of minds as an objective action for basic literacy during decolonisation processes in Africa in the seventies. The main reason of such purpose of this text is that colonisation is the crucial point and the main cause of emancipation in Freire’s conception of social movements in general and popular education in particular. On the other hand decolonisation is an archetypal form of emancipation, thus taking into account present social inequalities theory of P. Freire is still totally valid.

  • The Educational Turn in Contemporary Art and Critical Aesthetic Pedagogy: Rethinking the Theory of Aesthetic Education

    Author: Barbara Kwiatkowska-Tybulewicz
    Institution: University of Warsaw, Poland
    ORCID: https://orcid.org/0000-0002-8927-8943
    Year of publication: 2020
    Source: Show
    Pages: 94-108
    DOI Address: https://doi.org/10.15804/kie.2020.04.06
    PDF: kie/130/kie13006.pdf

    The article presents the two phenomena observed in the space of art and education in 21st century, which may constitute the basis for rethinking and modernizing the theory of aesthetic education. The first is the educational turn in contemporary art, consisting in the use of pedagogical methods and forms by artists in their creative work. Education becomes not only the subject of contemporary artistic projects, but above all, an artistic practice, the foundations of which were taken from radical pedagogy. The second element important for rethinking the theory of aesthetic education is the perspective of critical pedagogy. The article briefly presents Yolanda Medina’s Critical Aesthetic Pedagogy, which tries to combine aesthetic pedagogy with a critical approach in the context of self and social empowerment. New ways of intertwining the spheres of art and education in the 21st century may be an opportunity to renew and modernize both the practice and theory of aesthetic education, and to strengthen the aesthetic education approach in Polish pedagogy.

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