Marxist and Personalist influences in Paulo Freire’s pedagogical anthropology

Valenzano, Nicolò

doi:10.15366/tp2021.38.007

Cited by 3 publications

(3 citation statements)

References 27 publications

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“…Authority and decision-making Anti-authoritarian, democratic. Promotes shared, equitable decision-making with others that recognizes influences of power (Au, 2007;Haworth, 2012;Valenzano, 2021).…”

Section: Embodied Politics Popular Education (Education Ie Of the Peo...mentioning

confidence: 99%

The prefigurative politics of leadership education: Connecting our practice to broader movements

Fink

2024

New Drctns Student Lead

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Why develop leaders? What politics are implicit in our practice? This paper uses the history and practice of Popular Education as a comparative framework to survey the politics of intentional emergence leadership pedagogy, surfacing potential alliances for building social change movements. Using a case analysis, the article elucidates the ways the classroom embodies an opportunity to explore and enact a prefigurative politics of significant social change that upends traditional relationships to authority, hierarchy, and decision‐making. Exploring the opportunities and dangers of connecting the classroom to broader social movements, the article concludes by advocating that such connections could offer a firmer and more explicit stance to the question: why develop leaders?

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Section: Embodied Politics Popular Education (Education Ie Of the Peo...mentioning

confidence: 99%

The prefigurative politics of leadership education: Connecting our practice to broader movements

Fink

2024

New Drctns Student Lead

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“…However, approaches like those used in IE demonstrate, as a core element of their model, may embody a politics that better resembles that of popular education pedagogues. Promotes shared, equitable decision-making with others that recognizes influences of power (Au, 2007;Haworth, 2012;Valenzano, 2021). Technical expertise is subservient to local and community needs (Au, 2007;Horton et al, 1990).…”

Section: Analyzing the Politics Embedded In Practicementioning

confidence: 99%

The prefigurative politics of leadership education: Connecting our practice to broader movements

Fink

2024

Preprint

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Why develop leaders? What politics are implicit in our practice? This paper uses the history and practice of Popular Education as a comparative framework to survey the politics of intentional emergence leadership pedagogy, surfacing potential alliances for building social change movements. Using a case analysis, the article elucidates the ways the classroom embodies an opportunity to explore and enact a prefigurative politics of significant social change that upends traditional relationships to authority, hierarchy, and decision-making. Exploring the opportunities and dangers of connecting the classroom to broader social movements, the article concludes by advocating that such connections could offer a firmer and more explicit stance to the question: why develop leaders?

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“…The values of humanity -the axiological form of education-will be seen, originating from theological values. Freire himself emphasized that education is a cultural act that increases the awareness of educational subjects on their social reality (Torres, 2021), so the point of entry into Freire's pedagogical problems is anthropological reality (Valenzano, 2021).…”

Section: Participatory-trancendental Educationmentioning

confidence: 99%

Participatory-Transcendental Education: A Qualitative Study on the Collaboration-Convergence of Paulo Freire's Liberating education and Islamic Education

Umiarso,

Mardiana

2022

At-Turats

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This research focused on the collaboration-convergence construction of Freire’s liberating education and Islamic education systems. These two systems are integrated into a single dimension of education that has spiritual roots. Therefore, this research tries to analyze Paulo Freire’s educational thinking, which is elaborated, collaborated, converged, and integrated with Islamic education’s theological and philisophical values. This research approach uses a qualitative type of literature study, so it tended to use documentation techniques in collecting its data. The data in this research were analyzed using the interactive analysis of Miles, Hubermann and Saldana. With this method, this research can be more detailed and comprehensive to understand and interpret Freire’s liberation education thinking and Islamic education. This research finds that Freire's education system has an axiological basis of secular humanism that can be collaborated and converged with the values of transcendental humanism in Islamic education. From this collaboration-convergence process, an education system has been created. It has an ontological basis and is integrated with theological values. It is also an axiological dimension of trancendental humanism. This education system has a mission to realize transcendental humanism in the educational process so that this system can be referred to as participatory-trancendental education.

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Marxist and Personalist influences in Paulo Freire’s pedagogical anthropology

Cited by 3 publications

References 27 publications

The prefigurative politics of leadership education: Connecting our practice to broader movements

The prefigurative politics of leadership education: Connecting our practice to broader movements

The prefigurative politics of leadership education: Connecting our practice to broader movements

Participatory-Transcendental Education: A Qualitative Study on the Collaboration-Convergence of Paulo Freire's Liberating education and Islamic Education

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