Intertwining Histories's contents tagged with "CRITICAL PEDAGOGY"

Pedagogy and Criticism of Capitalism in West Berlin from 1969

Sun, 24 Feb 2019 13:13:19 +0000

WORKING GROUP: BERLIN
AUTHORS: CLAUDIA HUMMEL

ABSTRACT

1970, West Berlin. At the height of the Cold War, three years after the revolts staged by students, particularly in Paris, Frankfurt, and (West) Berlin, the publisher Basis Verlag started calling itself a socialist collective. The name of the publisher “Basis Verlag” unmistakably refers to the Marxist pair of terms “base” and “superstructure”. Many of the books they published were about the relations of production, and criticism of mass media. These books also asked how children (in particular those of the working classes) could gain access to designing society through an education intended to be emancipatory.

The books and materials were aimed specifically at kindergarten and primary school teachers, interested parents, and possibly at leftist academics.

In the context of the research group “Intertwining Histories”, which focuses on the various intersections of art education and colonialism, I asked myself: how and from when was colonialism associated with the criticism of capitalism and made into a subject of discussion within the pedagogic literature of West Germany?

Das Geschichtsbuch / The History Book (1971) was the first educational book I found which brought these two threads – the criticism of capitalism and colonialism – together. First published in Sweden in 1970 by the authors Annika Elmquist, Gittan Jönsson, AnnMari Langemar and Pål Ryberg, it was translated from the Swedish original by Doris Jacobi, Ingrid Schwarz and Peter Jacobi.

The Learning Unit contains a commented version of Das Geschichtsbuch and asks the following questions: Which books do we learn with and why? And, which knowledge was brought into the German speaking realm of art and education through translations?

→ DOWNLOAD THE LEARNING UNIT IN PDF (ENGLISH)

- DESCARGAR LA UNIDAD DE APRENDIZAJE PDF (CASTELLANO)

→ ADDITIONAL RESOURCE: THE HISTORY BOOK (ENGLISH)

→ ADDITIONAL RESOURCE: DAS GESCHICHTSBUCH (GERMAN)

The download is free of charge. Please note you need to be logged in to access the PDF.

We would very much appreciate your feedback. Please share with us in the comments below your experiences of working with this Learning Unit, as well as your thoughts, concerns and questions. The authors will do their best to get back to you and continue the conversation. Thank you!

FOLLOW THE PATHS THIS LEARNING UNIT IS CONNECTED TO:

→ Critical Pedagogy and its Critiques

→ Working with Images

→ Archival Activism

Reengaging Freire: Paulo and Elza in Geneva

Sun, 24 Feb 2019 16:00:05 +0000

WORKING GROUP: GENEVA/ZURICH
AUTHORS: MICROSILLONS - MARIANNE GUARINO-HUET, OLIVIER DESVOIGNES

ABSTRACT

This Learning Unit offers historical information about the ten years the pedagogue Paulo Freire (1921, Recife – 1997 São Paulo), his wife Elza and their children spent in Geneva in the 1970s. It also presents four experiments, realized by autonomous gallery educators, to reinvent and reengage Freire’s thinking in
present-day Switzerland. Finally, it opens some ideas to translate those experimentations in other contexts. The Reenagaging Freire Learning Unit is a first step to reinstate Paulo and Elza Freire in Geneva’s history of pedagogy, from which they are strikingly absent. It is also an attempt to imagine experimentations that
interrogate the topicality of Freire today in Switzerland (as the gallery educators did in developing a feminist choir, a community garden, a construction workshop in a popular neighborhood or a long-term experiment around the future of asylum-seeker youth), imagining how concepts such as untested feasibilities, conscientização, codification or generativity could serve as tools to question the contemporary dominant models of arts education.

→ DOWNLOAD THE LEARNING UNIT IN PDF (ENGLISH)

- DESCARGAR LA UNIDAD DE APRENDIZAJE PDF (EN CASTELLANO)

The download is free of charge. Please note you need to be logged in to access the PDF.

FOLLOW THE PATHS THIS LEARNING UNIT IS CONNECTED TO:

→ Critical Pedagogy and its Critiques

→ Letterwriting

→ Missionary Dimensions in Arts Education

→ Archival Activism

Reengaging Freire: Decoding and Re-coding Freire’s “Generative Images” and Critical Arts Education

Sun, 24 Feb 2019 16:19:47 +0000

Image from: Institut d’action culturelle IDAC. Féminin Pluriel. De L’éducation Des Femmes. IDAC Document 21. Geneva, 1980.

WORKING GROUP: GENEVA/ZURICH
AUTHORS: NORA LANDKAMMER

ABSTRACT

How do we engage students or participants of a learning programme in a gallery in discussing an artwork in a critical and potentially emancipatory manner? This Learning Unit proposes to reflect on methods for the critical reading of images by engaging with pictures for learning situations that were created following Paulo Freire’s approach of “generative images”.

This Learning Unit builds on insights gained collectively with Andrea Thal, Lennyn Santacruz, Camilla Franz and others in a workshop in Vienna in October 2017, particularly the session focused on images in literacy resources based on Freire. A second workshop was on the visual material used by Freire in literacy campaigns and was held in Zurich in June 2018 with students of Arts Education and Independent guests. It was compiled by Nora Landkammer, Geneva/Zurich working group.

→ DOWNLOAD THE LEARNING UNIT IN PDF (ENGLISH)

DESCARGA LA UNIDAD DE APRENDIZAJE PDF (EN CASTELLANO)

The download is free of charge. Please note you need to be logged in to access the PDF.

FOLLOW THE PATHS THIS LEARNING UNIT IS CONNECTED TO:

→ Critical Pedagogy and its Critiques

→ Working with Images

→ Reflexive Pedagogies/Critical Literacies

→ Archival Activism