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.

La costruzione dell’identità di genere nei manuali LS fra l’ideologia di genere e l’ideologia neoliberale: un’analisi comparativa dei manuali di italiano LS e di serbo LS

Author: Nataša Vučenović
Institution: Univerzitet u Banjoj Luci
ORCID: https://orcid.org/0000-0001-5828-872X
Year of publication: 2023
Source: Show
Pages: 141-161
DOI Address: https://doi.org/10.15804/IW.2023.14.1.07
PDF: iw/14_1/iw14107.pdf

The Construction of Gender Identity in Textbooks at the Intersection between Gender Ideology and Neoliberal Ideology: A Comparative Analysis of Textbooks for Teaching Italian and Serbian as Foreign Languages

This paper aims to analyse the elements of gender ideology and neo-liberal ideology in a corpus composed of three Italian and two Serbian as a foreign language textbooks. The focus of the study is centered on the representation of activities related to the purchase of clothes and accessories, analysed from the perspective of Critical Discourse Analysis. The results indicate that neoliberal values are sustained through the idea that women are naturally predisposed to be clothes and fashion consumers. On a broader scale, the results implicate that the educational materials taken into examination lack a critical pedagogy approach, and that they do not employ the critical and the transformative potential of education, instead they are limited to the reproduction of dominant ideologies.

Transformacja czy transmisja? Edukacja humanistyczna wobec problemów „przeniesienia” w relacji pedagogicznej

Author: Wojciech Kruszelnicki
Institution: Dolnośląska Szkoła Wyższa we Wrocławiu
Year of publication: 2013
Source: Show
Pages: 42-61
DOI Address: https://doi.org/10.15804/kie.2013.01.03
PDF: kie/94/kie9403.pdf

Transformation or Transmission? Humanities Education Facing the Problems of “Displacement” in Pedagogical Relation

In my paper I discuss in pedagogical context the mechanism which Freud referred to as “transference”, and expand this subject with pedagogically relevant commentaries of Jacques Lacan who has proposed to inscribe the Freudian concept of transference into the wider context of the functioning of the authority comprised by the problematic of knowledge as such. The aim of this examination is not only to draw attention to numerous psychoanalytical insights into man’s existence in culture that may enrich pedagogical reflection with new intellectual stimuli, but also to show both positive, and negative sides of the mechanism of transference in education (consisting respectively in facilitating the process of learning and debilitating it) and in this way consider from a different perspective the ambivalence of the teacher’s authority in the classroom.

Message to:

 

 

© 2017 Adam Marszałek Publishing House. All rights reserved.

Projekt i wykonanie Pollyart