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Book
Popular Education and Social Change in Latin America
Published: 2000
Pages: 312
eBook: 9781909014848
Paperback: 9781899365524
Social movements, collective action, imaginative campaigning, grassroots politics, empowerment of the excluded, indigenous knowledge, appropriate development, participation, and literacy all have popular education in common. Social and political history in Latin America is hard to understand without knowing about the social movements which have consistently provided the progressive and radical impetus for change. This history of popular education looks at one of the most successful social movements to use popular education, the Movement of Landless Rural Workers (MST) in Brazil, as well as theoretical and practical analyses. It highlights the importance of popular education to the "new" social movements based around identity, such as women's and indigenous organizations and includes a biography of Paulo Freire.
| 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 |
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