Lorenzo Milani, The School of Barbiana and the Struggle for Social Justice

Batini, Federico; Mayo, Peter; Surian, Alessio

doi:10.3726/978-1-4539-1194-5

Cited by 15 publications

(12 citation statements)

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“…These circumstantes, however, did not deter Milani from establishing a school that is still revered in Europe and increasingly celebrated in the English-speaking world (Batini et al 2014). Milani arrived in San Andrea di Barbiana, population of about 100 people, on December 6, 1954.…”

Section: Milani In Barbiana: Developing a New Pedagogymentioning

confidence: 99%

“…As a priest who saw Catholicism as a vehicle toward a more just society through Catholicism, Milani's pedagogy was inspired in the Gospel and in his own process of conversion (Mayo 2013). Unlike public schools at the time, however, religion was not treated as a separate subject; nor was religion taught to indoctrinate students (Batini et al 2014). Despite his religious influences and goals as a priest, and based on his years at San Donato, Milani was convinced that mastering language was a precondition to understanding the scriptures and, ultimately, for people's comprehension of their own religious experiences (Guichot Reina 2008).…”

Section: Establishing the Schoolmentioning

confidence: 99%

“…As a Catholic priest often at odds with the positions of the Church, Milani arrived at Barbiana already a controversial political figure. This book documenting and denouncing the exclusionary educational practices that marginalized poor students eventually became one of the leading texts in the Italian student movement of 1968 and was translated into English in 1970, only 3 years after its publication in Italian and the same year that the English version of Paulo Freire's Pedagogy of the Oppressed was issued (Batini et al 2014). In the former, Milani publicly expressed his disagreement with the army chaplains' condemnation of conscientious objection as an insult to the country.…”

Section: Milani's Pedagogy and Legacymentioning

confidence: 99%

“…Its pedagogical views have also lived in the spirit of organizations such as the Movimientos de Renovación Pedagógica [Movements for Pedagogical Renewal] and the Movimiento de Educadores Milanianos [Association of Milanian Educators] in Spain. In Giroux's words, as quoted in Batini et al (2014), "the Barbiana school contributes to the history of critical pedagogy as a radical example concerning how to provide space for 'voice and empowerment'" (p. 81). For these theorists, Barbiana is an example of the power of transformative education when working with disenfranchised students.…”

Section: Milani's Pedagogy and Legacymentioning

confidence: 99%

“…To many, Barbiana is still one of the best examples of the possibilities of critical pedagogy and of the liberatory power of education(Batini et al 2014). A. Navas Saurin () University of Valencia, Valencia, Spain e-mail:Almudena.Navas@uv.esTo mention Barbiana in Europe is to invoke images of a rural and remote school where education became synonymous with social transformation.…”

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Pedagogies and Curriculums to (Re)imagine Public Education

Rodríguez¹

2015

Cultural Studies and Transdisciplinarity in Education

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We live in a time where the complex nature and implications of social, political and cultural issues for individuals and groups is increasingly clear. While this may lead some to focus on smaller and smaller units of analysis in the hope that by understanding the parts we may begin to understand the whole, this book series is premised on the strongly held view that researchers, practitioners and policy makers interested in education will increasingly need to integrate knowledge gained from a range of disciplinary and theoretical sources in order to frame and address these complex issues. A transdisciplinary approach takes account the uncertainty of knowledge and the complexity of social and cultural issues relevant to education. It acknowledges that there will be unresolved tensions and that these should be seen as productive. With this in mind, the reflexive and critical nature of cultural studies and its focus on the processes and currents that construct our daily lives has made it a central point of reference for many working in the contemporary social sciences and education.This book series seeks to foreground transdisciplinary and cultural studies influenced scholarship with a view to building conversations, ideas and sustainable networks of knowledge that may prove crucial to the ongoing development and relevance of the field of educational studies. The series will place a premium on manuscripts that critically engage with key educational issues from a position that draws from cultural studies or demonstrates a transdisciplinary approach. This can take the form of reports of new empirical research, critical discussions and/or theoretical pieces. In addition, the series editors are particularly keen to accept work that takes as its focus issues that draw from the wider Asia Pacific region but that may have relevance more globally, however all proposals that reflect the diversity of contemporary educational research will be considered.

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Section: Milani In Barbiana: Developing a New Pedagogymentioning

confidence: 99%

Section: Establishing the Schoolmentioning

confidence: 99%

Section: Milani's Pedagogy and Legacymentioning

confidence: 99%

Section: Milani's Pedagogy and Legacymentioning

confidence: 99%

mentioning

confidence: 99%

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