重新想象Freire:超越人际关系。

IF 1.3 4区 教育学 Q2 CULTURAL STUDIES Cultural Studies of Science Education Pub Date : 2023-01-01 DOI:10.1007/s11422-023-10154-7
Naya Jones
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引用次数: 0

摘要

通过将批判教学法与环境实践相结合,本次论坛的贡献建立在弗莱雷的遗产之上,同时延伸了他的工作。当作者关注超越人类的生命时,他们将认识的相关方式理论化并付诸实施。通过参与式和多感官教学法,他们反对非人类和人性、学生和教师之间的二分法。在这个回应中,我考虑了这种超越人类关系的中心是如何扩展和反驳弗雷尔的思想的,包括他如何将人性化作为教学和学习的主要解放目标。除了黑人地理学和黑人女权主义生态学的见解之外,贝尔·胡克斯指导了我的回答。胡克斯对弗莱雷的作品进行了极其谨慎的评论和参与,为复杂性和责任留出了空间。这种阅读方式感觉特别适合这个论坛,因为作者重新设想了弗莱雷对21世纪及以后的批判(环境)教育学的贡献。
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Reimagining Freire: beyond human relations.

By bridging critical pedagogy and environmental praxis, the contributions in this forum build on Freire's legacy while stretching his work. As the authors attend to more-than-human life, they theorize and enact relational ways of knowing. Through participatory and multisensory pedagogies, they counter dichotomies between nonhuman and human nature, student and teacher. In this response, I consider how this (re)centering of more-than-human relations expands-and counters-Freire's thinking, including how he articulates humanization as a primary, liberatory aim of teaching and (un)learning. Along with insights from Black geographies and Black feminist ecologies, bell hooks guides my response. hooks critiqued and engaged with Freire's work with radical care, with space for complexity and accountability. This way of reading feels particularly suited to this forum, as the authors reimagine Freire's contributions to critical (environmental) pedagogy for the twenty-first century and beyond.

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来源期刊
CiteScore
3.10
自引率
0.00%
发文量
45
期刊介绍: Cultural Studies of Science Education is a peer reviewed journal that provides an interactive platform for researchers working in the multidisciplinary fields of cultural studies and science education. By taking a cultural approach and paying attention to theories from cultural studies, this new journal reflects the current diversity in the study of science education in a variety of contexts, including schools, museums, zoos, laboratories, parks and gardens, aquariums and community development, maintenance and restoration. This journal focuses on science education as a cultural, cross-age, cross-class, and cross-disciplinary phenomenon; publishes articles that have an explicit and appropriate connection with and immersion in cultural studies; seeks articles that have theory development as an integral aspect of the data presentation; establishes bridges between science education and social studies of science, public understanding of science, science/technology and human values, and science and literacy; builds new communities at the interface of currently distinct discourses; aims to be a catalyst that forges new genres of and for scholarly dissemination; provides an interactive dialogue that includes the editors, members of the review board, and selected international scholars; publishes manuscripts that encompass all forms of scholarly activity; includes research articles, essays, OP-ED, critical, comments, criticisms and letters on emerging issues of significance.
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