Rethinking Education and Emancipation : Diverse Perspectives on Contemporary Challenges

• Autore: Lacković Natasa
• Pubblicazione: Cham : , : Springer International Publishing AG, , 2024; ©2024
• Edizione: 1st ed.
• Descrizione fisica: 1 online resource (242 pages)
• Disciplina: 370.1
• Altri autori: CvejicIgor KrstićPredrag NikolićOlga
• Nota di contenuto: Intro -- Contents -- Notes on Contributors -- List of Figures -- Chapter 1: On the Relationship Between Education and Emancipation -- Education and Emancipation: A History -- Continuing the Historical Narrative: Branching of Paths -- Beyond Enlightenment: Overcoming Dualism, Criticizing Rationalism -- The Contribution of This Collection: About the Book -- References -- Part I: Education-Emancipation: Histories and Tensions -- Chapter 2: Does Education Require Emancipation? A Historical Analysis -- Introduction -- Thinking for Oneself -- Fatal Emancipations -- Transformers: The Case of Knowledge -- Emancipated Non-emancipating Education? -- References -- Chapter 3: Emancipatory Education Through an Inclusion of Minority Political Views: Exploring the Concept of Indoctrination -- Introduction -- Criteria of Evidential Inadequacy -- Criteria for Doctrinality -- Conclusion -- References -- Chapter 4: Ways and Sideways of Emancipation: Dewey's Reception in Different Political Eras of an Other-Than-Western Context -- Introduction -- Toward an Activity School (1920-1940) -- "Dewey Reflects the Crisis of Bourgeois Pedagogy in the Period of Imperialism": Emancipation Meets Bureaucracy (1945-1970) -- Toward Revaluation: Reception of Dewey in the Period of Yugoslav Self-management (1970-1991) -- Trends in Dewey's Reception in Serbia After the Yugoslav Break-up -- Brief Discussion -- Conclusion -- References -- Part II: Emancipatory Education and Contemporary Challenges -- Chapter 5: The Anthropocene Subject and Emancipation: The Challenge of "Emancipatory" Pedagogy in an Era of Climate Crisis -- Introduction -- The Anthropocene Subject Is Not the Enlightenment Subject! -- The Theory and Practice of Embodied, Ecological Agency -- New Theoretical Pathways, Biosemiotics and the Post-digital -- Personal and Existential Acknowledgements -- Wilding, in Conclusion. ; References -- Chapter 6: Developing Feminist-Decolonial-Capabilities for Emancipatory Pedagogy: A Case of Gulf-Arab Women's Learner-Positionalities -- Introduction -- Theoretical Problem Statement: Whose Pedagogic Emancipation? -- Contextual Issues -- Gulf-Arab Feminism -- Towards a Feminist-Decolonial-Capabilities Framework -- Author Positionality -- Reorientating Subjectification -- Decolonising Artefacts -- Decolonising Learning Spaces -- Discussion: Towards Feminist-Decolonial-Capabilities -- Conclusion -- References -- Chapter 7: Relational Thinking: A Key Ingredient of Relational Education and Pedagogy -- Introduction -- The Problem of Dichotomies-Driven Thinking -- Relating to the Social, More-Than-Human and Digital World -- Social Relationality -- Environmental Relationality -- Postdigital/Hyperdigital Relationality -- Relational Thinking and Analysis: Exploring How Knowledge Relates -- An Inquiry Graphics Pedagogy (IGP) as a Relational Practice -- Inquiry Graphics Pedagogy Ingredients: Fostering Relational Thinking -- Focus Point: Inquiry (Learning) Goal/Goal Setting: What to Inquire About? -- Focus Point: Visual-Verbal Linkage-an IGP methodological orientation-described in Figure 7.1, under the second bullet point. -- Focus Point: Relational Explorations That Consider the Three Dimensions of Relationality: -- Focus Point: Takeaways and Action/Activation -- A Brief Case Study: An Image of "Constructivism" -- So What? Emancipatory Thinking Benefits and Challenges of Inquiry Graphics -- Conclusion -- References -- Part III: Emancipatory Ways and Needs in Teaching -- Chapter 8: Learning from the Arts: Dance as Emancipation of the Body -- Introduction -- Traditional Perspectives and the Case of Dance -- Dance Experience as an Educational Model -- References. ; Chapter 9: Towards Emancipatory Dialogues on Girls' Positionality in Schools: Uniforms and Careers Fit for the Future of Japanese Women? -- Introduction -- Cultural Capital in Schools -- The "Good Wife and Wise Mother" Cultural Value -- School Uniforms: How Schools May Shape Gender Roles -- Methodology -- Participants -- Males -- Females -- Analysis Procedure -- Weaknesses of the Method -- Uniforms: A History and Symbology of the Ways to Conform -- Uniforms Description Aligns with a Vision of an Ideal Female -- Careers and Occupations: Highflyers, Still Highly Feminine -- A Tentative Gender Bias in a Textbook Image? -- Conclusion: Towards Emancipatory Practices in Japanese Schools and Society -- References -- Chapter 10: Education for Emancipating Teachers -- Teaching Versus Educating -- Emancipatory Education -- Emancipatory Habits for Emancipating Teachers -- Study -- Dialogue -- Social Engagement -- Conclusions -- References -- Chapter 11: Epilogue: Future Work in and for Emancipatory Education -- References -- Index.
• Titolo autorizzato: Rethinking Education and Emancipation
• ISBN: 3-031-47044-3
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Lingua di pubblicazione: Inglese
• Record Nr.: 9910845498803321
• Lo trovi qui: Univ. Federico II
• Serie: Palgrave Studies in Educational Philosophy and Theory Series