Henry Giroux Henry Giroux (born September 18, 1943), is an American and Canadian scholar and cultural critic. One of the founding theorists of critical pedagogy in the United States, he is best known for his pioneering work in public pedagogy, cultural studies, youth studies, higher education, media studies, and critical theory. In 2002 Routledge named Giroux as one of the top fifty educational thinkers of the modern period.[1] A high-school social studies teacher in Barrington, Rhode Island, for six years,[2] Giroux has held positions at Boston University, Miami University, and Penn State University. In 2005, Giroux began serving as the Global TV Network Chair in English and Cultural Studies at McMaster University in Hamilton, Ontario.[3][4] He has published more than 50 books and more than 300 academic articles, and is published widely throughout education and cultural studies literature.[5] Life and career[edit] He currently lives there with his wife, Susan Searls Giroux. Theory[edit] See also[edit]
Nuala Burns | Bouw de toekomst (met LEGO SERIOUS PLAY) ‘Ga je weer verhaaltjes maken met lego, mama?’, vraagt mijn oudste zoon als ik dozen vol lego in de auto zet. Elke keer wanneer ik weer op pad ga om een proces te begeleiden met LEGO SERIOUS PLAY, krijg ik deze vraag. En elke keer antwoord ik: ‘Ja, mama gaat weer andere mensen helpen met het bouwen van verhalen!’. Eind januari begeleidde ik een proces voor een vooruitstrevende groep ambtenaren, begaan met de toekomst van water(schappen). Waterwegen, het innovatieplatform van alle waterschappen in Nederland, ging aan de slag met de vraag: wat heeft Waterwegen in 2018 bereikt? Niet alleen deze Waterwegers zijn enthousiast over LEGO SERIOUS PLAY. Modellen bouwen, verhalen vertellen en samen creëren, dat is wat je doet met de LEGO SERIOUS PLAY-methode. LEGO SERIOUS PLAY is een door LEGO zelf ontwikkelde methode, gericht op het bouwen van betere en sterkere organisaties. Maar wat biedt de LEGO SERIOUS PLAY-methode dan precies? Werk ik nu alleen nog maar met LEGO SERIOUS PLAY?
extranet.wagggsworld.org/fr/grab/23486/2/policy-guidelines-web-fr.pdf learning agenda | Motive, Means and Opportunity July 18, 2008 A major source of inspiration for me in my organisational development work has been the Canadian writer on organisations and management, Henry Mintzberg. When I was working for Save the Children UK back in 1989 I read his book ‘Mintzberg on Management’ and one of the many ideas that leapt off the page for me was his explanation of the realities of strategy development. These questions help to shape important decisions such as their choice of partners, who they fund (they are a Foundation) and how they commission research. Questions in a learning agenda work best if they are open, broad in scale, and genuinely interesting (to stimulate the curiosity of staff and others).
Critical pedagogy: schools must equip students to challenge the status quo | Teacher Network The pedagogy popularised by E.D.Hirsch, and recently promoted by the likes of Civitas, reduces teaching into nothing more than a bleak transmission model of learning. Hirsch's theory focuses on what he calls "cultural literacy". He argues that all students need a "core knowledge" so they can develop into better citizens. In one of his books, he lists various facts, phrases and historical events that he believes all young Americans should be aware of, including the Founding Fathers and Adirondack Mountains. It's Hirsch's belief that if children aren't taught such cultural literacy at home, responsibility for it should lie with schools. But Hirsch's "cultural literacy" is a hegemonic vision produced for and by the white middle class to help maintain the social and economic status quo. Moreover, teaching a prescribed "core knowledge" instills a culture of conformity and an insipid, passive absorption of carefully selected knowledge among young people.
What is the Art of Hosting? « Art of Hosting The Art of Hosting is a highly effective way of harnessing the collective wisdom and self-organizing capacity of groups of any size. Based on the assumption that people give their energy and lend their resources to what matters most to them – in work as in life – the Art of Hosting blends a suite of powerful conversational processes to invite people to step in and take charge of the challenges facing them. Groups and organizations using the Art of Hosting as a working practice report better decision-making, more efficient and effective capacity building and greater ability to quickly respond to opportunity, challenge and change. Using all the ingredients of good conversation So why is conversation so powerful? Many people experience meetings that waste time, conversations that feel more like debates, and invitations to input which turn out to be something altogether different. An art that takes practice and care But this is more than a suite of methods – it is also a practice.
conduire et réussir le changement LE CHANGEMENT EN PRATIQUE : 2/3 : Construire, conduire, sortir des blocages et réussir ! TROISIEME PARTIE : CHAPITRE 2 sur 3 Commençons par faire trois remarques liminaires : Dans un soucis de clarté pour ce dossier sur le changement, certains points ne seront pas abordés. Ceci, pour deux raisons, au moins : Soit, parce qu’à notre sens, ce qu’ils apporteraient à notre développement serait quantité négligeable dans notre domaine de réflexion : la socio-psychologie ; malgré tout l’intérêt qu’ils suscitent, à raison, par ailleurs. il s’agit, par exemple, des registres historique, philosophique, financier, concurrentiel, politique… Néanmoins, notre réflexion essaie d’être transversale, aussi, appellerons-nous, parfois, certains champs comme la sociologie ou la maïeutique pour appuyer nos propos.soit, parce qu’ils ont déjà été développés dans les deux premières parties de ce dossier ou au travers d’un article additionnel à ces deux premières parties, dont vous trouverez la liste ici. 1. 1. 2.
The Educational Theory of Paulo Freire ©2001 NewFoundations Paulo Freire's Educational Theory RETURN edited 5/1/14 1. Theory of Value: What knowledge and skills are worthwhile learning? What are the goals of education? Education should raise the awareness of the students so that they become subjects, rather than objects, of the world. ...our relationship with the learners demands that we respect them and demands equally that we be aware of the concrete conditions of their world, the conditions that shape them. 2. Knowledge is a social construct. ... knowing is a social process, whose individual dimension, however, cannot be forgotten or even devalued. Freire discusses two types of knowledge, unconscious, sometimes practical knowledge and critical, reflective or theory knowledge. In the first moment, that of the experience of and in daily living, my conscious self is exposing itself to facts, to deeds, without, nevertheless, asking itself about them, without looking for their "reason for being." 3. 4. 5. 6. 7. 8. Citations
Paulo Freire Paulo Reglus Neves Freire, Ph.D (/ˈfrɛəri/, Portuguese: [ˈpawlu ˈfɾeiɾi]; September 19, 1921 – May 2, 1997) was a Brazilian educator and philosopher who was a leading advocate of critical pedagogy. He is best known for his influential work, Pedagogy of the Oppressed, which is considered one of the foundational texts of the critical pedagogy movement.[1][2][3] Biography[edit] Freire was born September 19, 1921 to a middle class family in Recife, Brazil. In 1946, Freire was appointed Director of the Department of Education and Culture of the Social Service in the state of Pernambuco. In 1961, he was appointed director of the Department of Cultural Extension of Recife University, and in 1962 he had the first opportunity for significant application of his theories, when 300 sugarcane workers were taught to read and write in just 45 days. In 1964, a military coup put an end to that effort. In 1986, his wife Elza died. Freire died of heart failure on May 2, 1997 in São Paulo. Recognition[edit]
Augusto Boal Augusto Boal (16 March 1931 - 2 May 2009) was a Brazilian theatre director, writer and politician. He was the founder of Theatre of the Oppressed, a theatrical form originally used in radical popular education movements. Boal served one term as a Vereador (the Brazilian equivalent of a city councillor) in Rio de Janeiro from 1993 to 1997, where he developed legislative theatre.[1] Biography[edit] Early life[edit] Augusto Boal studied at Columbia University in New York with the critic John Gassner. Work at the Arena Theatre of São Paulo[edit] While working at the Arena Theatre in São Paulo, Boal directed a number of classical dramas, which he transformed to make them more pertinent to Brazilian society and its economy. Exile[edit] Boal's method (which has been implemented in various communities around the world) seeks to transform audiences into active participants in the theatrical experience. Center for the Theatre of the Oppressed-CTO-Brazil[edit] Death[edit] Influences[edit] See also[edit]
Bookchin: living legacy of an American revolutionary An interview with Debbie Bookchin on her father’s contributions to revolutionary theory and the adoption of his ideas by the Kurdish liberation movement. Editor’s note: Below you will find an interview with Debbie Bookchin, daughter of the late Murray Bookchin, who passed away in 2006. Bookchin spent his life in revolutionary leftist circles, joining a communist youth organization at the age of nine and becoming a Trotskyist in his late thirties, before switching to anarchist thought and finally ending up identifying himself as a ‘communalist’ after developing the ideas of ‘libertarian municipalism’. Bookchin was (and remains) as influential as he was controversial. For this reason ROAR is very excited to publish this interview with Debbie Bookchin, which not only provides valuable insights into her father’s political legacy, but also offers a glimpse into the life of the man behind the ideas. How did Bookchin arrive at the concept of decentralized democracy?
ReligionThe StateCapitalismRace/gender