
Popular Education and Social Change in Latin America
Published: 2000
Pages: 312
eBook: 9781909014848
Paperback: 9781899365524
Section Title | Page | Action | Price |
---|---|---|---|
Table of Contents | iii | ||
Acknowledgements | vii | ||
Introduction | 1 | ||
A Personal Journey | 2 | ||
About the Book | 3 | ||
On Ideological Perspectives | 3 | ||
Linkages between Chapters | 3 | ||
Terminology | 3 | ||
The Response from Latin America | 4 | ||
And Finally... A Word on 'Social Movements' | 5 | ||
Further Reading | 6 | ||
Chapter 1: Popular Education in Latin America: | 7 | ||
An Overview | 7 | ||
The Characteristics of 'Popular Education' | 8 | ||
The Meaning of 'Popular' | 8 | ||
Political Commitment and 'Utopia' | 9 | ||
Education and Action - Subjects and Objects | 10 | ||
The Importance of the Popular Movement | 12 | ||
Knowledge, Culture and Ideology | 13 | ||
Educational Methodology and the Role of the Educator | 17 | ||
Changing Contexts, Changing Practice | 17 | ||
Areas of Specialisation | 20 | ||
Popular Education: Who Does It, Where, When and How? | 22 | ||
Confusing Conceptions | 22 | ||
The Organisation of Popular Education | 24 | ||
Who are the Popular Educators? | 25 | ||
Historical Developments in Popular Education | 26 | ||
Conclusion | 29 | ||
Review of Chapter 1 | 29 | ||
Chapter 2: The Work of Paulo Freire | 33 | ||
Background to Freire's Thinking | 33 | ||
A Brief Biography | 34 | ||
Philosophy and Theory of Knowledge | 36 | ||
Educational Philosophy and Practice | 37 | ||
Education for Domestication | 38 | ||
Pedagogy of the Oppressed | 39 | ||
Teaching Literacy and the 'Método Paulo Freire' | 43 | ||
A Critique of Freire | 46 | ||
Paulo Freire and Popular Education | 51 | ||
Conclusion | 52 | ||
Review of Chapter 2 | 54 | ||
Chapter 3: The Methodology of Popular Education | 57 | ||
Participative Techniques | 58 | ||
Warm-up Activities | 58 | ||
Statues (or 'Sculpting') | 60 | ||
Poster Exercise | 61 | ||
Sociodramas | 63 | ||
The Work of Augusto Boal | 64 | ||
A Critical Look at Techniques and Methodology | 66 | ||
Case Study: Alforja and 'Schools of Methodology' in Central America and Mexico | 68 | ||
Dialectical Thinking | 69 | ||
The Conception of a Dialectical Methodology (the CDM) | 72 | ||
A Training Course for Popular Educators: | 73 | ||
IMDEC's 'School of Methodology' in Mexico | 73 | ||
Workshop 1: Starting from Practice: The 'Triple Self-Diagnosis' | 74 | ||
Workshop 2: Theorising Practice | 76 | ||
Workshop 3: In-Depth Analysis: Culture and Communication | 78 | ||
Workshop 4: Back to Practice | 81 | ||
Comment on the 'School of Methodology' | 82 | ||
Conclusion | 83 | ||
Review of Chapter 3: The Methodology of Popular Education | 86 | ||
Chapter 4: Popular Education and the Landless People's Movement in Brazil (the 'MST') | 90 | ||
The MST and its Struggle | 91 | ||
The Land Question in Brazil | 91 | ||
Origins, Aims and Identity of the MST | 92 | ||
The Nature of the MST Struggle | 94 | ||
The Educational Work of the MST | 96 | ||
The MST as a School | 96 | ||
New Schools, New Pedagogies | 98 | ||
Teacher Training | 100 | ||
Other Courses | 101 | ||
The MST and State Education | 102 | ||
The MST and Popular Education | 104 | ||
Conclusion | 107 | ||
Review of Chapter 4 | 108 | ||
Chapter 5: Popular Education and the Politics of Identity: Women's and Indigenous Peoples' Movements | 111 | ||
Women's Movements and Popular Education | 112 | ||
Background on Women's Movements | 112 | ||
The Relevance of Popular Education | 116 | ||
Conclusion | 123 | ||
Indigenous Peoples' Movements and Popular Education | 123 | ||
Background on Indigenous Peoples' Movements | 123 | ||
Popular Education | 127 | ||
A Word on the Zapatistas | 130 | ||
Conclusion | 135 | ||
Review of Chapter 5 | 136 | ||
Appendix 5:1 | 141 | ||
Appendix 5:2 | 142 | ||
Chapter 6: Popular Education and Ideology | 143 | ||
The Author's Cards on the Table | 144 | ||
Ideological Diversity within Popular Education | 149 | ||
Analysing Ideological Diversity | 152 | ||
Problems related to Ideology and Popular Education | 159 | ||
Popular Education and Ideology: An Analytical Framework | 163 | ||
Conclusion | 166 | ||
Review of Chapter 6 | 166 | ||
Chapter 7: Assessing the Impact of Popular Education at Micro Level | 170 | ||
Problems with Evaluation | 171 | ||
Methods of Evaluation | 176 | ||
Success and Failure in Micro-Scale Projects | 178 | ||
Examples of Detailed Evaluation | 179 | ||
Less Detailed Evaluations: A Selection of Case Studies | 181 | ||
The Views of Popular Educators and Researchers | 184 | ||
Conclusion | 188 | ||
Appendix 7:1 | 189 | ||
Appendix 7:2 | 190 | ||
Appendix 7:3 | 190 | ||
Appendix 7:4 | 191 | ||
Chapter 8: Assessing the Impact of Popular Education at Macro Level | 192 | ||
Popular Education in Revolutionary Nicaragua | 192 | ||
The Literacy Crusade | 193 | ||
'Popular Basic Education' and other Initiatives | 196 | ||
General Comments | 199 | ||
Popular Education and the (Non-revolutionary) State | 202 | ||
A Historical Perspective | 202 | ||
Contemporary Thinking | 204 | ||
General Comments | 206 | ||
Conclusion | 207 | ||
Review of Chapters 7 and 8 | 207 | ||
Chapter 9: 'Rethinking the Basics' of Popular Education: Current Practice and Future Directions | 214 | ||
Problems of Generalisation | 215 | ||
The Background to 'Refundamentación' | 216 | ||
Refundamentación and its Effect on Current Practice | 218 | ||
Grappling with Paradigms and Ideological Crisis | 218 | ||
Before and After 'Refundamentación' | 221 | ||
Popular Education and Pedagogy | 222 | ||
The Future of Popular Education | 224 | ||
Changes in Progress | 224 | ||
The View from CEAAL | 227 | ||
Speculative Thinking and Concluding Remarks | 228 | ||
Conclusion | 230 | ||
Review of Chapter 9 and the Postscript | 231 | ||
Appendix 9:1 | 235 | ||
Conclusion | 238 | ||
The Response from Latin America | 238 | ||
A Simple Complexity | 239 | ||
And Finally... | 240 | ||
Postscript | 241 | ||
Lessons for the Rest of the World? | 241 | ||
Evidence of Existing Impact | 242 | ||
The Potential Relevance to Scottish-British Popular Education | 244 | ||
Comparing the Contexts | 245 | ||
Conceptualising Popular Education | 247 | ||
The Practice of Popular Education | 250 | ||
A Personal Application of Lessons from Latin America | 251 | ||
Development Education | 252 | ||
Teaching Modern Languages | 253 | ||
Higher Education | 257 | ||
General Comments | 259 | ||
Conclusion | 260 | ||
Appendix P:1 | 260 | ||
Appendix P:2 | 261 | ||
Thoughts on Course Structure | 262 | ||
Addendum: A Checklist for Practitioners | 263 | ||
A Checklist for Practice | 263 | ||
Useful Websites | 265 | ||
Glossary of Acronyms and Terminology | 267 | ||
English | 267 | ||
Spanish/Portuguese/French | 268 | ||
References | 270 | ||
Index | 294 | ||
Back Cover | Back Cover |