School And Emancipation

Timetable

Thursday, 8.00-11.15am;
Address: Szamarzewskiego 89 Street, Buliding D, classroom 113.
Classes start on 14 March 2024. 

If you have any problems with registering for classes, please email me: atena.j@amu.edu.pl

TIMETABLE:
Topic 1 and topic 2: March 14.
Topic 3 and topic 4: March 21.
Topic 5 and topic 6: April 11.
Topic 7 and topic 8: April 19.

Module aim (aims)

• Familiarizing students with the basic assumptions of emancipatory pedagogy;
• Discivering the basic mechanisms and conditions of educational exclusions (e.g. gender, racial/ethnic, class, age);
• Developing the ability to diagnose of exclusions in education;
• Presenting the basic methods of working in emancipatory pedagogy;
• Developing the ability to put emancipation skills into practice. 

Pre-requisites in terms of knowledge, skills and social competences (where relevant)

not-needed

Syllabus

week 1: Introduction. Discussion of course outline, requirements and assessment.

week 2: Emancipatory pedagogy - the main assumptions.

week 3: School experiences - good and bad practices. Discussion, an individual and groups work.

week 4: Culture, politics, society and eduaction.

week 5: Emancipation in the pedagogical relationship.

week 6: Tools of emancipation. Work in groups.

week 7: Tools of emancipation. Presentation.

week 8: Conclusions and reflection.

Reading list

Freire, P. (1970). Pedagogy of the Oppressed. Translated by Myra Bergman Ramos. New York: Continuum.

Nouri, A., Sajjadi, S.M. (2014). Emacipatory Pedagogy in Practice: Aims, Principles and Curriculum Orientation. The International Journal of Critical Pedagogy. Vol. 5(2).

Shih, Yi-Huang. (2018). Some Critical Thinking on Paulo Freire's Critical Pedagogy and Its Educational Implications. International Education Studies. Vol. 11(9).