Critical learning, community, and engagement: elements for creating positive learning environments and opportunities for positive change
Critical learning, community, and engagement: elements for creating positive learning environments and opportunities for positive change
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批判性学习、社区和参与：创造积极学习环境和积极变革机会的要素
DOI：
10.1080/09650792.2018.1469651
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发表时间：
2018
影响因子：
1.2
通讯作者：
Brydon-Miller M
中科院分区：
文献类型：
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作者：
Brydon-Miller M
就在我写这篇文章的时候，来自我居住的肯塔基州各地的数百名教育工作者正在州首府集会，要求立法机构推翻最近的一项投票，该投票进一步破坏了包括公立学校教师在内的州工作人员的养老金制度。俄克拉荷马州和西弗吉尼亚州的教师也要求提高工资，增加教育经费。同样，在英国，大学教授已经罢工数周，以抗议养老金制度的变化。与此同时，美国的学生、教育工作者和社区成员走出学校，在全国各城市举行游行，抗议政府没有采取行动遏制枪支暴力，防止像最近在佛罗里达州帕克兰发生的导致17人死亡的校园枪击案那样的事件再次发生。把这一切放在一边，读一下本期《EAR》上的文章，这对恢复来自世界各地的教育工作者的希望感和共同目标感有很大的帮助，他们将我们的知识、我们对教学的热情和我们对学生的奉献精神带到解决我们社区面临的关键问题，并改善所有学习者的教育成果。批判性学习、信任、授权和积极的主题贯穿了所有这些文章，因为作者挑战了将教育和学习的目标缩小到Biesta所说的“学习化”的企图，这里引用了作者Thingstrup、Schmidt和Andersen。奥布莱恩和布鲁在区分教育和学校教育的概念时也提出了类似的观点。根据杜威和凯米斯的研究，他们认为“教育，与学校教育相反，旨在培养孩子的自我意识、能动性和对人类全部能力的体验”。作者callo - cummings在她关于爱达荷州农村拉丁裔/高中学生和美国职前教师的教育经验的文章中，以及Kalungwizi、gjotterud、Krogh、Mattee和Ahmad在他们关于坦桑尼亚当地环境教育努力的讨论中，引用了Freire的尽责化概念，以此作为讨论更批判性、解放性学习方法的一种方式。
While I am writing this hundreds of educators from across the state of Kentucky where I live are rallying in the state capital demanding that the legislature overturn its recent vote undermining still further the pension system for state workers including public school teachers. Teachers in the states of Oklahoma and West Virginia have also been demanding higher salaries and more funding for education. Similarly, in the United Kingdom university professors have been on strike for weeks to protest changes in their pension system. Meanwhile students, educators, and community members here in the US have been walking out of schools and staging marches in cities across the country to protest the lack of governmental action to curtail gun violence and prevent future school shootings like the recent episode in Parkland, Florida that killed seventeen people. Setting this all aside for a moment to read the articles in this issue of EAR has gone a long way to restoring a feeling of hopefulness and a sense of common purpose among educators from around the world to bring our knowledge, our passion for teaching, and our dedication to our students to bear in addressing critical issues facing our communities and to improving educational outcomes for all learners.Themes of critical learning, trust, empowerment, and positivity run through all of these articles as the authors challenge the attempts to narrow the goals of education and learning to what Biesta refers to as ‘learnification’, cited here by authors Thingstrup, Schmidt, and Andersen. O’Brien and Blue make a similar point in their distinction between the notions of education and schooling. Drawing upon work by Dewey and Kemmis, they suggest that ‘education, as opposed to schooling, aims to develop children’s self-awareness, agency and experience of full human capacities’. Author Call-Cummings in her article on the educational experience of Latino/a high school students in rural Idaho and pre-service teachers in the US and authors Kalungwizi, Gjøtterud, Krogh, Mattee, and Ahmad in their discussion of local environmental education efforts in Tanzania cite Freire’s notion of conscientization as a way to frame a discussion of more critical, emancipatory approaches to learning.