| Autor: |
Maher, Katie, Rigney, Lester-Irabinna, King, Mikayla, Garrett, Robyne, Windle, Joel, Memon, Nadeem, Wrench, Alison, Carter, Jenni, Paige, Kathryn, O’Keeffe, Lisa, Lovell, Margaret, Schulz, Samantha, Soong, Hannah, Colton, Jill, McDonald, Sarah, Hattam, Robert |
| Zdroj: |
Curriculum Perspectives; 20240101, Issue: Preprints p1-15, 15p |
| Abstrakt: |
This collaborative paper by members of the Pedagogies for Social Justice Research Group responds to the question of how curriculum and pedagogy can be withand fordemocracy. Our introduction takes Alice Rigney’s and Dewey’s insights on education and democracy as our point of departure for learning together. As a collective, we have gathered together multiple ways of perceiving and enacting a curriculum for democracy in a context of de-democratisation. We approach tensions, intersections, limits and possibilities of curriculum and democracy from the frames of ‘woven’ curriculum and critical Indigenous pedagogies; racially, religiously and culturally responsive pedagogies; dialogic and relational approaches; agentic, embodied, activist and rights-based pedagogies; and everyday praxis. |
| Databáze: |
Supplemental Index |
| Externí odkaz: |
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