A sixth principle for the 'Manifesto for a post-critical pedagogy'
Autor: | Ana AYUSTE GONZÁLEZ, Jaume TRILLA BERNET |
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Jazyk: | English<br />Spanish; Castilian<br />French |
Rok vydání: | 2020 |
Předmět: | |
Zdroj: | Teoría de la Educación: Revista Interuniversitaria, Vol 32, Iss 2, Pp 25-36 (2020) |
Druh dokumentu: | article |
ISSN: | 1130-3743 2386-5660 |
DOI: | 10.14201/teri.22384 |
Popis: | This article aims to engage in a conversation with the «Manifesto for a post-critical pedagogy» by Naomi Hodgson, Joris Vlieghe, and Piotr Zamojski. After a brief introduction, we examine, sometimes critically, each of the five principles that the authors presented to argue for a shift from a critical pedagogy to a post-critical pedagogy. In the last part of the article, we propose and justify a sixth principle that, in our opinion, would enrich both pedagogies: «Any critical or post-critical pedagogy, insofar it is pedagogy beyond being critical or post-critical, should recognize, explain and commit to viable educational practices capable of contributing to the transformation of the criticized realities». |
Databáze: | Directory of Open Access Journals |
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