El estudio revisa la situación de sequía en la región de Ñuble, se examina el comportamiento meteorológico mediante la recopilación y análisis de datos de agua caída, dispuestos por la Dirección Meteorológica de Chile (DMC) en base a 42 estaciones distribuidas en la región. Se identifican dificultades en el acceso a datos, se evidencia la existencia de sesgo en la distribución de las estaciones, asociado principalmente a favorecer la industria agrícola y no a mantener información territorial para verificar efectos del cambio climático, en este sentido no es posible hacer una trazabilidad al agua caída en la región ya que solo una estación ubicada en la depresión intermedia es considerada como información oficial de la región. El estudio realiza una caracterización cualitativa en pobladores de las localidades con menor precipitación histórica en la región, para verificar su percepción frente a la sequía.
{"title":"Nueva normalidad hídrica en Chile: Sequía meteorológica en la región de Ñuble","authors":"Nicole Zapata Márquez","doi":"10.22320/rte.vi49.5826","DOIUrl":"https://doi.org/10.22320/rte.vi49.5826","url":null,"abstract":"El estudio revisa la situación de sequía en la región de Ñuble, se examina el comportamiento meteorológico mediante la recopilación y análisis de datos de agua caída, dispuestos por la Dirección Meteorológica de Chile (DMC) en base a 42 estaciones distribuidas en la región. Se identifican dificultades en el acceso a datos, se evidencia la existencia de sesgo en la distribución de las estaciones, asociado principalmente a favorecer la industria agrícola y no a mantener información territorial para verificar efectos del cambio climático, en este sentido no es posible hacer una trazabilidad al agua caída en la región ya que solo una estación ubicada en la depresión intermedia es considerada como información oficial de la región. El estudio realiza una caracterización cualitativa en pobladores de las localidades con menor precipitación histórica en la región, para verificar su percepción frente a la sequía. \u0000 ","PeriodicalId":41950,"journal":{"name":"Espacio Tiempo y Educacion","volume":"10 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80843199","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
El estudio revisa la tendencia electoral de las mujeres en la Provincia de Ñuble actual Región de Ñuble en el periodo 1970–1973, utilizando fuentes primarias en las elecciones presidenciales de 1970, de regidores de 1971 y parlamentarias de 1973. Se evalúa el comportamiento electoral de las mujeres de la provincia, en concordancia con las dinámicas de género y los factores sociopolíticos que orientaron la tendencia de voto en el periodo de estudio. Se presentan dos etapas de trabajo: una aproximación al panorama nacional del voto de las mujeres, y una cartográfica que caracteriza esta misma en los departamentos electorales de la Provincia de Ñuble. La investigación se desarrolla con un enfoque mixto cualitativo que relaciona la propaganda electoral que apelaba al género; y cuantitativo basado en datos estadísticos que evidencian diferencias en cuanto a la votación de mujeres y hombres en las opciones políticas de izquierda, centro y derecha. Los resultados del estudio indican que el voto de las mujeres se orienta hacia los candidatos y partidos conservadores, aunque se reconoce una izquierdización del electorado femenino en el periodo de estudio.
{"title":"Geografía electoral en la región de Ñuble","authors":"Jonathan Vega Godoy","doi":"10.22320/rte.vi49.5824","DOIUrl":"https://doi.org/10.22320/rte.vi49.5824","url":null,"abstract":"El estudio revisa la tendencia electoral de las mujeres en la Provincia de Ñuble actual Región de Ñuble en el periodo 1970–1973, utilizando fuentes primarias en las elecciones presidenciales de 1970, de regidores de 1971 y parlamentarias de 1973. Se evalúa el comportamiento electoral de las mujeres de la provincia, en concordancia con las dinámicas de género y los factores sociopolíticos que orientaron la tendencia de voto en el periodo de estudio. Se presentan dos etapas de trabajo: una aproximación al panorama nacional del voto de las mujeres, y una cartográfica que caracteriza esta misma en los departamentos electorales de la Provincia de Ñuble. La investigación se desarrolla con un enfoque mixto cualitativo que relaciona la propaganda electoral que apelaba al género; y cuantitativo basado en datos estadísticos que evidencian diferencias en cuanto a la votación de mujeres y hombres en las opciones políticas de izquierda, centro y derecha. Los resultados del estudio indican que el voto de las mujeres se orienta hacia los candidatos y partidos conservadores, aunque se reconoce una izquierdización del electorado femenino en el periodo de estudio. \u0000 ","PeriodicalId":41950,"journal":{"name":"Espacio Tiempo y Educacion","volume":"133 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89734945","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Se mide la accesibilidad geográfica a los centros de salud en la ciudad de Chillán y Chillán Viejo, espacio conurbado de la región de Ñuble en Chile. La síntesis propuesta permite valorar el acceso a los servicios de salud, considerando las características del transporte público urbano, para ello se explicita una zonificación que indica la cobertura territorial que tiene para la atención de personas cada centro de atención familiar (CESFAM) de la ciudad, y se lo relaciona con las características que tienen los recorridos del transporte público, en este caso microbuses y taxis colectivos, utilizando la información de fuentes oficiales. Como resultado se reconocen centros de salud con mayores grados de accesibilidad geográfica asociados al trazado y características del transporte público, y la cantidad de personas que cada centro atiende.
{"title":"Accesibilidad a centros de salud familiar en la conurbación de Chillán y Chillán Viejo (Ñuble), Chile","authors":"Ivonne Añazco Molina","doi":"10.22320/rte.vi49.5825","DOIUrl":"https://doi.org/10.22320/rte.vi49.5825","url":null,"abstract":"Se mide la accesibilidad geográfica a los centros de salud en la ciudad de Chillán y Chillán Viejo, espacio conurbado de la región de Ñuble en Chile. La síntesis propuesta permite valorar el acceso a los servicios de salud, considerando las características del transporte público urbano, para ello se explicita una zonificación que indica la cobertura territorial que tiene para la atención de personas cada centro de atención familiar (CESFAM) de la ciudad, y se lo relaciona con las características que tienen los recorridos del transporte público, en este caso microbuses y taxis colectivos, utilizando la información de fuentes oficiales. Como resultado se reconocen centros de salud con mayores grados de accesibilidad geográfica asociados al trazado y características del transporte público, y la cantidad de personas que cada centro atiende. \u0000 ","PeriodicalId":41950,"journal":{"name":"Espacio Tiempo y Educacion","volume":"10 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81559074","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The historical study of the school practice requires the location and analysis of a whole series of testimonies so far rarely used in historical interpretation –teaching practice reports, notebooks, photographs, etcetera–. Through the historical method, we have approached some of the practices implemented in Minorca (Spain) during the Franco’s dictatorship (1939-1975), which has allowed us to detect some of the changes and continuities that occurred in the day-to-day of school. By this analysis we have been able to verify how the practice of the teachers is more determined by their formation and experience than by the norms approved in the political field. The main conclusion of the study is that while the educational legislation wants to break with the school culture of past times, some of the practices implemented during the Dictatorship continue to demonstrate the persistence of an entire series of teaching methodologies and strategies from pedagogical renewal movements. Therefore, we can see how changes in teacher practice do not always have a direct connection to the ruptures that occur at the political level and, on the other hand, we see how these are slow processes in time. This study shows us that, as is the case today, there were historically a whole series of continuities, at the level of school practice, that resisted the political will to impose change.
{"title":"La práctica escolar en Menorca durante el franquismo","authors":"Gabriel Barceló Bauzà, Bernat Sureda Garcia, Francisca Comas Rubí, Sergi Moll Bagur","doi":"10.14516/ete.371","DOIUrl":"https://doi.org/10.14516/ete.371","url":null,"abstract":"The historical study of the school practice requires the location and analysis of a whole series of testimonies so far rarely used in historical interpretation –teaching practice reports, notebooks, photographs, etcetera–. Through the historical method, we have approached some of the practices implemented in Minorca (Spain) during the Franco’s dictatorship (1939-1975), which has allowed us to detect some of the changes and continuities that occurred in the day-to-day of school. By this analysis we have been able to verify how the practice of the teachers is more determined by their formation and experience than by the norms approved in the political field. The main conclusion of the study is that while the educational legislation wants to break with the school culture of past times, some of the practices implemented during the Dictatorship continue to demonstrate the persistence of an entire series of teaching methodologies and strategies from pedagogical renewal movements. Therefore, we can see how changes in teacher practice do not always have a direct connection to the ruptures that occur at the political level and, on the other hand, we see how these are slow processes in time. This study shows us that, as is the case today, there were historically a whole series of continuities, at the level of school practice, that resisted the political will to impose change.","PeriodicalId":41950,"journal":{"name":"Espacio Tiempo y Educacion","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47740129","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In the paper the Authors tried to analyze how A.S. Makarenko’s educational system might grow while in the early 1930s the control over social and political life in Soviet Union was strengthened. Using unpublished and previously classified materials, the Authors events which took place in the Children Labor Dzerzhinsky Commune, established in Ukrainian capital Kharkov, whose activity represented the highest point in development of A.S. Makarenko’s pedagogical theory and practice. Facts that led to establishment of the Commune, age and social status of pupils, employment policy, difficult relationships between Makarenko and NKVD leaders, many “not pedagogical” – criminal and amoral factors, conflicting with Anton Semenovich’s works have been carefully analyzed. Authors outlined conflict between the educator and Commune administration based upon different approaches to social and moral education of youth. Makarenko’s perspective was more humane and less ideological than the one of his opponents.
{"title":"Fighting for Survivor: Ideological and Ethical Conflicts of A.S. Makarenko with Dzerzhinsky Commune","authors":"E. Mettini, A. Tkachenko","doi":"10.14516/ete.498","DOIUrl":"https://doi.org/10.14516/ete.498","url":null,"abstract":"In the paper the Authors tried to analyze how A.S. Makarenko’s educational system might grow while in the early 1930s the control over social and political life in Soviet Union was strengthened. Using unpublished and previously classified materials, the Authors events which took place in the Children Labor Dzerzhinsky Commune, established in Ukrainian capital Kharkov, whose activity represented the highest point in development of A.S. Makarenko’s pedagogical theory and practice. Facts that led to establishment of the Commune, age and social status of pupils, employment policy, difficult relationships between Makarenko and NKVD leaders, many “not pedagogical” – criminal and amoral factors, conflicting with Anton Semenovich’s works have been carefully analyzed. Authors outlined conflict between the educator and Commune administration based upon different approaches to social and moral education of youth. Makarenko’s perspective was more humane and less ideological than the one of his opponents.","PeriodicalId":41950,"journal":{"name":"Espacio Tiempo y Educacion","volume":"1 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66622218","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper examines the history of English textbooks and the challenges they are facing in the current EFL contexts of Japan and mainland China. In these countries, English textbooks, and textbooks for all other subjects, can only be used in classrooms following governmental evaluation and approval. The main set of criteria for textbook evaluation is provided by the national curriculum, which also serves as a guideline for compiling textbooks; it illustrates the purpose and objectives of each subject, contains descriptions of achievement levels for each grade, as well as suggestions for teaching, assessing and compiling textbooks. In effect, textbooks are the direct materialization of the national curriculum implemented in real classrooms, particularly in textbook dominated English classes. This paper starts by discussing the significance of textbook research before presenting a historical review of English textbooks in Japan and mainland China. The focus of the review is to delineate the current challenge of underestimating the use of the first language in EFL textbooks. The final section draws trajectory maps of the two countries and explores a new approach to overcoming the challenge of creating engaging activities that incorporate both student’s first language and target language in EFL classrooms.
{"title":"Exploring the History and Challenge of Government-authorized English Textbooks in Japan and Mainland China","authors":"Linfeng Wang","doi":"10.14516/ete.400","DOIUrl":"https://doi.org/10.14516/ete.400","url":null,"abstract":"This paper examines the history of English textbooks and the challenges they are facing in the current EFL contexts of Japan and mainland China. In these countries, English textbooks, and textbooks for all other subjects, can only be used in classrooms following governmental evaluation and approval. The main set of criteria for textbook evaluation is provided by the national curriculum, which also serves as a guideline for compiling textbooks; it illustrates the purpose and objectives of each subject, contains descriptions of achievement levels for each grade, as well as suggestions for teaching, assessing and compiling textbooks. In effect, textbooks are the direct materialization of the national curriculum implemented in real classrooms, particularly in textbook dominated English classes. This paper starts by discussing the significance of textbook research before presenting a historical review of English textbooks in Japan and mainland China. The focus of the review is to delineate the current challenge of underestimating the use of the first language in EFL textbooks. The final section draws trajectory maps of the two countries and explores a new approach to overcoming the challenge of creating engaging activities that incorporate both student’s first language and target language in EFL classrooms.","PeriodicalId":41950,"journal":{"name":"Espacio Tiempo y Educacion","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47226555","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper takes as a beginning point Ivan Illich’s radical work on education and schooling, which began with his posting to Puerto Rico as vice-rector of the Catholic University at Ponce, in Puerto Rico, in 1956. This work continued with the Centre for Intercultural Documentation (CIDOC), in Cuernavaca, Mexico, through the publication of Deschooling Society (1971) and beyond. Three distinct phases in Illich’s conceptualization of schooling and education are traced. For the purpose of this paper, I will term them de-mythologizing, radical scrutinizing, and re-tooling). In the third phase, Illich and his colleague Edward Reimer posited that what is actually needed in reconsidering education is to improve human interaction with the tool of education. This insight formed part of Illich’s 1973 book, Tools for Conviviality, in which he explored what such a project might look like. In this paper, this idea is pushed further. I offer some stories of Teme Augama Anishinaabe Elders from Turtle Island (North America) with whom I have worked for several years, along with my reflections, to suggest an altogether different view of learning and education, one which takes place in a context of abundance.
{"title":"From Scarcity to Abundance: Illich’s Educational Critique and Indigenous Learning","authors":"C. Beeman","doi":"10.14516/ete.515","DOIUrl":"https://doi.org/10.14516/ete.515","url":null,"abstract":"This paper takes as a beginning point Ivan Illich’s radical work on education and schooling, which began with his posting to Puerto Rico as vice-rector of the Catholic University at Ponce, in Puerto Rico, in 1956. This work continued with the Centre for Intercultural Documentation (CIDOC), in Cuernavaca, Mexico, through the publication of Deschooling Society (1971) and beyond. Three distinct phases in Illich’s conceptualization of schooling and education are traced. For the purpose of this paper, I will term them de-mythologizing, radical scrutinizing, and re-tooling). In the third phase, Illich and his colleague Edward Reimer posited that what is actually needed in reconsidering education is to improve human interaction with the tool of education. This insight formed part of Illich’s 1973 book, Tools for Conviviality, in which he explored what such a project might look like. In this paper, this idea is pushed further. I offer some stories of Teme Augama Anishinaabe Elders from Turtle Island (North America) with whom I have worked for several years, along with my reflections, to suggest an altogether different view of learning and education, one which takes place in a context of abundance.","PeriodicalId":41950,"journal":{"name":"Espacio Tiempo y Educacion","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42559060","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The objective of this article is to offer a compendium of emerging initiatives during the 19th century that promoved or strengthened the construction of buildings for fiscal primary schools in the city of Buenos Aires. The methodology includes the study of documents such as legislation, management reports, educational censuses, files from the National Council of Education (CNE) and articles from the educational journal El Monitor de la Educación common. Different moments are identified, mentioning general characteristics of the initiatives and identifying primary and secondary sources. In addition, some initial readings on these state intentions are proposed. In this sense, the interpretations offered in this article have the sole purpose of constituting hypotheses, insinuating variables of interest and suggesting deeper research problems. By way of conclusion, some discussions are retrieved about the nature of the guiding principles of state school building in Argentina. It is proposed as a hypothesis for future works that it is not possible to affirm categorically that there has been a transition of the projects towards pedagogical guiding principles; although neither did it follow purely hygienic guidelines. On the contrary, the initiatives mentioned in this writing suggest that hygienic, pedagogical and also political principles emerged, discussed and disputed the leading role. Therefore, it is interesting to re-inscribe these findings in lines of analysis that trace objects of material culture and suggest transitions, irregularities, dispersions, displacements, etc.
{"title":"Iniciativas oficiales para la edificación de escuelas primarias en la ciudad de Buenos Aires durante el siglo XIX","authors":"Maria Lucila Da Silva","doi":"10.14516/ete.389","DOIUrl":"https://doi.org/10.14516/ete.389","url":null,"abstract":"The objective of this article is to offer a compendium of emerging initiatives during the 19th century that promoved or strengthened the construction of buildings for fiscal primary schools in the city of Buenos Aires. The methodology includes the study of documents such as legislation, management reports, educational censuses, files from the National Council of Education (CNE) and articles from the educational journal El Monitor de la Educación common. Different moments are identified, mentioning general characteristics of the initiatives and identifying primary and secondary sources. In addition, some initial readings on these state intentions are proposed. In this sense, the interpretations offered in this article have the sole purpose of constituting hypotheses, insinuating variables of interest and suggesting deeper research problems. By way of conclusion, some discussions are retrieved about the nature of the guiding principles of state school building in Argentina. It is proposed as a hypothesis for future works that it is not possible to affirm categorically that there has been a transition of the projects towards pedagogical guiding principles; although neither did it follow purely hygienic guidelines. On the contrary, the initiatives mentioned in this writing suggest that hygienic, pedagogical and also political principles emerged, discussed and disputed the leading role. Therefore, it is interesting to re-inscribe these findings in lines of analysis that trace objects of material culture and suggest transitions, irregularities, dispersions, displacements, etc.","PeriodicalId":41950,"journal":{"name":"Espacio Tiempo y Educacion","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49533904","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Many scholars, students and teachers who admire and continue to find inspiration in Paulo Freire’s and Ivan Illich’s work often insist on a shared common ground. This is done for good reason: Illich and Freire sought a sense of hope and liberation beyond the limitations by which large sections of humanity remain oppressed. It is therefore too easy to argue that texts like Pedagogy of the Oppressed and Deschooling Society can be aligned in sustaining a liberating and emancipatory approach, just as Illich’s case for the disestablishment of education would make a lot of sense if it were aligned with Freire’s critical pedagogical narrative. However, as this paper begins to show, though noble, such an approach would be detrimental to the one foundational aspect which both works happen to share: the claim to heterodoxy by which both Freire and Illich have endeared to make their case. More than a standard academic paper, this is a reflection on decades of being engaged with these two books. In a mix of personal and academic thoughts, and mostly taken from an Illichian perspective, the author argues that one must clearly separate these books by further submitting them to a reading that would immediately dispense with the gloss by which they remain canonized though often confused. While not exhaustive, this paper is meant to provoke more questions than give any specific answers.
{"title":"Separated by a Common Heterodoxy. Illich, Freire and the Perilous Spell of Radical Canonicity","authors":"John Baldacchino","doi":"10.14516/ete.506","DOIUrl":"https://doi.org/10.14516/ete.506","url":null,"abstract":"Many scholars, students and teachers who admire and continue to find inspiration in Paulo Freire’s and Ivan Illich’s work often insist on a shared common ground. This is done for good reason: Illich and Freire sought a sense of hope and liberation beyond the limitations by which large sections of humanity remain oppressed. It is therefore too easy to argue that texts like Pedagogy of the Oppressed and Deschooling Society can be aligned in sustaining a liberating and emancipatory approach, just as Illich’s case for the disestablishment of education would make a lot of sense if it were aligned with Freire’s critical pedagogical narrative. However, as this paper begins to show, though noble, such an approach would be detrimental to the one foundational aspect which both works happen to share: the claim to heterodoxy by which both Freire and Illich have endeared to make their case. More than a standard academic paper, this is a reflection on decades of being engaged with these two books. In a mix of personal and academic thoughts, and mostly taken from an Illichian perspective, the author argues that one must clearly separate these books by further submitting them to a reading that would immediately dispense with the gloss by which they remain canonized though often confused. While not exhaustive, this paper is meant to provoke more questions than give any specific answers.","PeriodicalId":41950,"journal":{"name":"Espacio Tiempo y Educacion","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46647161","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Jon Igelmo Zaldívar, Rosa Bruno-Jofré, Michael Attridge
The ideas of Paulo Freire and Ivan Illich occupy their own recognizable space for the intellectual history of education. Pedagogy of the Oppressed and Deschooling Society are part of the canon of classic books on education from the second half of the 20 th century. Even today their theses on education, social change and the role of educational institutions in society, serve as a starting point for seminars, international conferences, publications or teaching programs of the Faculties of Education and research groups still interested in the historical study of educational ideas. This special issue is related to the symposium entitled « Paulo Freire’s Pedagogy of the Oppressed and Ivan Illich’s Deschooling Society Fifty Years Later », which took place virtually in the spring of 2021 to celebrate the fiftieth anniversary of the publication of Pedagogy of the Oppressed (published in Portuguese in 1968, translated into English in 1970) and Deschooling Society (published in 1971 by Harper & Row). This academic event was funded by a Connection Grant from the Social Sciences and Humanities Research Council (SSHRC) 1 . The organizers, Rosa
{"title":"Ivan Illich and Paulo Freire’s Ideas and Influences on Education in the Last Fifty Years","authors":"Jon Igelmo Zaldívar, Rosa Bruno-Jofré, Michael Attridge","doi":"10.14516/ete.595","DOIUrl":"https://doi.org/10.14516/ete.595","url":null,"abstract":"The ideas of Paulo Freire and Ivan Illich occupy their own recognizable space for the intellectual history of education. Pedagogy of the Oppressed and Deschooling Society are part of the canon of classic books on education from the second half of the 20 th century. Even today their theses on education, social change and the role of educational institutions in society, serve as a starting point for seminars, international conferences, publications or teaching programs of the Faculties of Education and research groups still interested in the historical study of educational ideas. This special issue is related to the symposium entitled « Paulo Freire’s Pedagogy of the Oppressed and Ivan Illich’s Deschooling Society Fifty Years Later », which took place virtually in the spring of 2021 to celebrate the fiftieth anniversary of the publication of Pedagogy of the Oppressed (published in Portuguese in 1968, translated into English in 1970) and Deschooling Society (published in 1971 by Harper & Row). This academic event was funded by a Connection Grant from the Social Sciences and Humanities Research Council (SSHRC) 1 . The organizers, Rosa","PeriodicalId":41950,"journal":{"name":"Espacio Tiempo y Educacion","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44343651","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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