School And Emancipation

Timetable

Thursday: 8.45-11.15am; room 205, Międzychodzka 5.

Topic 1 and topic 2 - April 20.

Topic 3 - April 27.

Topic 4 - May 11.

Topic 5 and topic 6 - May 18.

Topic 7 and topic 8 - May 25.

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

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

topic 2: Emancipatory pedagogy - the main assumptions.

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

topic 4: Culture, politics, society and eduaction.

topic 5: Emancipation in the pedagogical relationship.

topic 6: Tools of emancipation. Work in groups.

topic 7: Tools of emancipation. Work in groups.

topic 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).