東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Paulo Freire's pedagogy of hope: An ...

Swick, Molly A.

Linked to FindBook

Google Book

Amazon

博客來

Paulo Freire's pedagogy of hope: An autoethnography in a social justice classroom.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Paulo Freire's pedagogy of hope: An autoethnography in a social justice classroom./
Author:	Swick, Molly A.
Description:	304 p.
Notes:	Source: Dissertation Abstracts International, Volume: 74-11(E), Section: A.
Contained By:	Dissertation Abstracts International74-11A(E).
Subject:	Education, Pedagogy. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3567787
ISBN:	9781303199295

Paulo Freire's pedagogy of hope: An autoethnography in a social justice classroom.
Swick, Molly A.

Paulo Freire's pedagogy of hope: An autoethnography in a social justice classroom. - 304 p.

Source: Dissertation Abstracts International, Volume: 74-11(E), Section: A.

Thesis (Ed.D.)--Northern Illinois University, 2013.

This autoethnographic study provides a critical analysis of the implementation of ideas and theories derived from Paulo Freire's Pedagogy of the Oppressed (1970) and Pedagogy of Hope: Reliving Pedagogy of the Oppressed (1994) in a social justice oriented classroom; in particular, themes of critical thinking, transformation, and social action are investigated through the voices of student participants. Through reflective narrative, I explore how Freire's humanist philosophy has influenced my educational practices as an instructor of higher education students. This inquiry utilizes qualitative data from undergraduate students, formal teaching observations, and interviews and on-going dialogue with a self-identified Freireian educator to help uncover how my students react to and reflect on my pedagogy. Student resistance to my implementation of Freire's ideas is closely examined to help me develop a more inclusive pedagogy. Furthermore, addressing injustices pedagogically requires a shift in our educational language as well as an emphasis on critical thinking and liberatory education. Educators can resist traditional constraints placed upon them by embracing a new language and vocabulary that discloses injustice and facilitates inclusive classroom dialogue that encourages students to take social action against perceived injustices.

ISBN: 9781303199295Subjects--Topical Terms:

1669025
Education, Pedagogy.

Paulo Freire's pedagogy of hope: An autoethnography in a social justice classroom.
LDR:02252nam a2200289 4500 001 1962807
005 20140819100649.5
008 150210s2013 ||||||||||||||||| ||eng d
020 $a 9781303199295
035 $a (MiAaPQ)AAI3567787
035 $a AAI3567787
040 $a MiAaPQ $c MiAaPQ
100 1 $a Swick, Molly A. $3 2098925
245 1 0 $a Paulo Freire's pedagogy of hope: An autoethnography in a social justice classroom.
300 $a 304 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-11(E), Section: A.
500 $a Adviser: Jorge Jeria.
502 $a Thesis (Ed.D.)--Northern Illinois University, 2013.
520 $a This autoethnographic study provides a critical analysis of the implementation of ideas and theories derived from Paulo Freire's Pedagogy of the Oppressed (1970) and Pedagogy of Hope: Reliving Pedagogy of the Oppressed (1994) in a social justice oriented classroom; in particular, themes of critical thinking, transformation, and social action are investigated through the voices of student participants. Through reflective narrative, I explore how Freire's humanist philosophy has influenced my educational practices as an instructor of higher education students. This inquiry utilizes qualitative data from undergraduate students, formal teaching observations, and interviews and on-going dialogue with a self-identified Freireian educator to help uncover how my students react to and reflect on my pedagogy. Student resistance to my implementation of Freire's ideas is closely examined to help me develop a more inclusive pedagogy. Furthermore, addressing injustices pedagogically requires a shift in our educational language as well as an emphasis on critical thinking and liberatory education. Educators can resist traditional constraints placed upon them by embracing a new language and vocabulary that discloses injustice and facilitates inclusive classroom dialogue that encourages students to take social action against perceived injustices.
590 $a School code: 0162.
650 4 $a Education, Pedagogy. $3 1669025
650 4 $a Education, Higher. $3 543175
650 4 $a Education, Adult and Continuing. $3 626632
690 $a 0456
690 $a 0745
690 $a 0516
710 2 $a Northern Illinois University. $b Counseling, Adult and Higher Education. $3 1036002
773 0 $t Dissertation Abstracts International $g 74-11A(E).
790 $a 0162
791 $a Ed.D.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3567787