Paulo Freire and Transformative Education
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This book brings together a range of global and local themes inspired by the work of Paulo Freire. Freire believed in the possibility of change, rejecting the neoliberal discourse that presents poverty as inevitable: his core principle emphasised the prerogative of transforming the world, rather than adapting to an unethical world order. This responsibility to intervene in reality as educators is explored in detail in this edited collection. Including such diverse themes as pedagogical approaches to globalisation, social mobility, empowerment and valuing diversity within communities, the…mehr

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Produktbeschreibung
This book brings together a range of global and local themes inspired by the work of Paulo Freire. Freire believed in the possibility of change, rejecting the neoliberal discourse that presents poverty as inevitable: his core principle emphasised the prerogative of transforming the world, rather than adapting to an unethical world order. This responsibility to intervene in reality as educators is explored in detail in this edited collection. Including such diverse themes as pedagogical approaches to globalisation, social mobility, empowerment and valuing diversity within communities, the volume is highly relevant to pedagogical practice. Sharing the transformative power of 'being' through popular education and the solidarity economy, this innovative book will be of interest to scholars of Paulo Freire, transformative education and diversity in education.
Autorenporträt
¿Alethea Melling is the Director of the Centre for Volunteering and Community Leadership at the University of Central Lancashire, UK, and Visiting Professor at the University of Gujurat, Pakistan. Working internationally as well as locally, she focuses on the development of emancipatory community pedagogy. Ruth Pilkington is visiting Professor to the Centre for HE Research and Practice, University of Ulster, UK, and a Professorial Fellow at Liverpool Hope University, UK. Her approach to teaching and learning focuses on a dialogic approach using processes of deliberative reflection and the concept of critical professionalism.