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Global solidarity and responsibility Paulo Freire is still recognized as a pioneer and source of inspiration for many progressive approaches in educational science and pedagogical practice. With the dialogic-situational didactics he developed in the 1950s, adults could be helped to achieve literacy in just a few weeks. This was not just a matter of the basic technical acquisition of reading and writing skills. The fundamental interest was rather to disrupt the 'culture of silence', where oppression is perpetuated, and to establish a 'culture of dialogue' in which opportunities for social change could evolve. Freire reflected on this form of social consciousness raising, i.a. in his book Pedagogy of the Oppressed. Published in Brazil in 1970, it earned him a worldwide reputation as a critical educator, educational theorist and social activist. Critical Adult Education & Integration Research Christine Zeuner focuses in her essay on 'social competences' as a concept of critical political adult education, following Oskar Negt. Based on biographical contextualizations of his person, she explains 'social competences', and examines the question of what relevance these, especially 'justice competences', have today. Precarity − Flight & Migration − Social Work The subject of child poverty is examined by Dominik Novkovic in terms of educational theory. The author discusses the necessity of a new contour of social work as socio-critical political education in the light of current challenges. In this respect, he addresses the question(s) of how education is to be understood with reference to Paulo Freire's pedagogical approach of liberation and what it implies for educational social work. Salzburg, October 2022 Aida Kell-Delic, Miriam Hannig, Wassilios Baros, Solvejg Jobst, Joachim Schroeder & Jutta Lütjen The guest editors: Aida Kell-Delić is University assistant and doctoral candidate at the Department of Educational Science at the Paris Lodron University Salzburg and member of the Project Group Empirical Migration Research Salzburg (PREMISA). Her research focuses on educational migration research, heritage language education and biographical educational processes in the context of migration. Miriam Hannig is doctoral candidate at the Department of Educational Science at the Paris Lodron University Salzburg and primary school teacher. Her research interests include diversity-sensitive and racism-critical school and education policy, historical learning in early childhood education, and historical culture. Wassilios Baros is Professor of education research at the Paris Lodron University Salzburg and directs the Project Group Empirical Migration Research (PREMISA). His research interests include educational research relating to migration politics, latent style analysis of communication cultures and recipient research. Solvejg Jobst is Professor of education and academic leader of the ph.d.-program ‘Studies of Bildung and pedagogical practices’ at the Faculty of Education, Arts and Sports, Western Norway University of Applied Sciences. Before she worked as a professor for International and Intercultural Education Research at Magdeburg University in Germany. She is publishing and doing research in the fields of teaching profession, intercultural/international education, social justice education and research methodology. Joachim Schroeder is Professor of Education with a focus on learning barriers at the University of Hamburg. Main research interests: Learning under conditions of poverty, migration and flight, community-oriented school development, educational reforms in Latin America and in Islamic countries, literacy and basic education of young people and adults. Jutta Lütjen is a doctor of philosophy, graduated social pedagogue, graduated pedagogue, supervisor, coach, organizational consultant, systemic family therapist, yoga teacher and yoga therapist. Her teaching, working and research interests: Socraticism, Maieutics, Dialogical Learning, Anthropology, Appropriation and Education Processes, Raising Consciousness, Pedagogy of Liberation, Heterogeneity and Differentiation, Systemic Interventions, Communication.
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