The article develops the political context of modern pedagogy by defining the conditions for critical and creative thinking and reviews the most important actors and collective social practices used for and in the emancipatory pedagogy. An attempt to identify important present-day theories and practices that use pedagogy as a fundamental part of their struggle to transform societies beyond capitalist social relations and towards self-determination concludes the analysis, underlining the importance of cultural capital for social development, cohesion and sustainable society.
COBISS.SI-ID: 29211141
The author proves that the degradation of human potentials is restored with the withdrawing of the four basic elements from education: political consciousness, epistemological curiosity, collective activity and immanence of conflict. With the systematic criticism of modern education, of global development, economic policies, and by depicting the epistemology of pedagogic which was established at »the bottom« and remained on »the social margins, the author proves how the already created cultural capital that was built through the centuries of philosophy, theory and practice was rejected.
COBISS.SI-ID: 29986565
A comparative study of special economic zones and neoliberal plans in the countries of Asia and Latin America implied a number of mutually interlinked macro and microeconomic indicators, which condition employment possibilities especially for certain segments of the global population and consequently determine the quality of their life and work in line with the economic policies and the fluctuations of the global economy. Until recently, closed, rigid social systems were considered a characteristic of pre-modern, caste societies but they become symptomatic also for capitalist system.
COBISS.SI-ID: 30064133
After Jomtien declaration (adopted in 1990) and Dacar framework (adopted in 2000) the education in India is defined as an investment for developing human resources and hegemony of global market. This article emphasizes critical aspects of post-jomtien phase and indicates some relevant examples of diverse alternative pedagogical initiatives. Special attention is given to the adult education of marginalized social groups, women in particular, with the critical observation of new Indian policy regarding literacy, enrolment ratio and assuring and developing quality in adult education.
COBISS.SI-ID: 30316037
The author defines the fundamental social, economical, ecological and political factors that stimulated social self-organization. By introducing the innovative achievements of the Civic Council of Peoples and Indigenous Organizations of Honduras – COPINH and their new and combined methodologies, the author demonstrates the range and extensiveness of these alternative pedagogical practices and methods so that other communities and societies facing similar problems to the indigenous communities in Honduras may consider adopting them.
COBISS.SI-ID: 7562569