遇见尼雷尔和弗莱雷的作品

IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH

European Journal for Research on the Education and Learning of Adults Pub Date : 2023-02-14 DOI:10.3384/rela.2000-7426.4420

Silke Schreiber-Barsch, J. B. Bulugu, Lukas Eble

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引用次数: 0

摘要

这篇概念性论文介绍了坦桑尼亚教育家Julius K.Nyerere（1922–1999）关于自力更生教育的作品与巴西教育家Paolo Freire（1921–1997）关于解放教育的作品的相遇，以探讨它们与当代激进大众教育的相关性。为此，本研究与定性比较教育研究中使用的方法论方法相一致。在这两份贡献之间进行比较对话，可以了解每一份贡献的各自特点，并在共性和差异之间进行系统对话，从而得出关于激进大众教育的结论。团结和可持续性是这一努力的指导类别。他们最终指出了进一步的理论接触（例如，与乌班图哲学）的好处，新自由主义重新解释的风险，以及在这种背景下，在社会变革和转型的支持下，在成人教育学术界、研究和实践中寻求培育激进的大众教育的当代方法。

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Encountering works by Nyerere and Freire

This conceptual paper presents an encounter of a work regarding education on self-reliance by Tanzanian educator Julius K. Nyerere (1922–1999) with a work by Brazilian educator Paolo Freire (1921–1997) on education for liberation to explore their relevance for contemporary radical popular education. To this end, the study aligns with the methodological approaches used in qualitative comparative education research. Entering into a comparative dialogue between both contributions contextualises the respective features of each contribution and allows a systematic dialogue between commonalities and differences and for conclusions to be drawn regarding radical popular education. Solidarity and sustainability serve as guiding categories in this endeavour. They point conclusively to the benefits of further theoretical encounters (with, for example, the philosophy of ubuntu), to the risks of neoliberal reinterpretations and, against this background, to the quest for nurturing contemporary approaches in radical popular education in adult education academia, research and practice under the auspices of social change and transformation.

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来源期刊

European Journal for Research on the Education and Learning of Adults EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.80

自引率

12.50%

发文量

审稿时长

6 weeks

期刊介绍： The European journal for Research on the Education and Learning of Adults (RELA) is a refereed academic journal creating a forum for the publication of critical research on adult education and learning. It has a particular focus on issues at stake for adult education and learning in Europe, as these emerge in connection with wider international and transnational dynamics and trends. Such a forum is important at a time when local and regional explorations of issues are often difficult to foreground across language barriers. As academic and policy debate is increasingly carried out in the English language, this masks the richness of research knowledge, responses and trends from diverse traditions and foci. The journal thus attempts to be linguistically ''open access''. Whilst creating a forum for international and transnational debate, contributions are particularly welcome from authors in Europe and other locations where English is not the first language. RELA invites original, scholarly articles that discuss the education and learning of adults from different academic disciplines, perspectives and traditions. It encourages diversity in theoretical and methodological approach and submissions from non-English speakers. All published contributions in RELA are subjected to a rigorous peer review process based on two moments of selection: an initial editorial screening and a double-blind review by at least two anonymous referees. Clarity and conciseness of thought are crucial requirements for publication. RELA is published on behalf of the European Society for Research on the Education of Adults (ESREA).