|Module title||School And Emancipation|
|Module lecturer||dr Aneta Judzińska|
|Faculty||Faculty of Educational Studies|
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)
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. Work in groups.
week 8: Conclusions and reflection.
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).