Universität Wien

240064 VO Education and International Development (2021W)

Bildung für Befreiung. Eine kritische Bilanz revolutionärer Bildungskonzepte anlässlich des 100. Geburtstages von Paulo Freire und 60 Jahren Alphabetisierungskampagne in Kuba

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Registration/Deregistration

Note: The time of your registration within the registration period has no effect on the allocation of places (no first come, first served).

Details

Language: German

Examination dates

Lecturers

Classes (iCal) - next class is marked with N

Aufgrund der aktuellen Lage finden die VOs bis auf weiteres online über Zoom statt. Link findet sich im Moodle zur VO.

Monday 04.10. 15:00 - 16:30 Hybride Lehre
Hörsaal B UniCampus Hof 2 2C-EG-02
Monday 11.10. 15:00 - 16:30 Hybride Lehre
Hörsaal B UniCampus Hof 2 2C-EG-02
Monday 18.10. 15:00 - 16:30 Hybride Lehre
Hörsaal B UniCampus Hof 2 2C-EG-02
Monday 25.10. 15:00 - 16:30 Hybride Lehre
Hörsaal B UniCampus Hof 2 2C-EG-02
Monday 08.11. 15:00 - 16:30 Hybride Lehre
Hörsaal B UniCampus Hof 2 2C-EG-02
Monday 15.11. 15:00 - 16:30 Hybride Lehre
Hörsaal B UniCampus Hof 2 2C-EG-02
Monday 22.11. 15:00 - 16:30 Hybride Lehre
Hörsaal B UniCampus Hof 2 2C-EG-02
Monday 29.11. 15:00 - 16:30 Hybride Lehre
Hörsaal B UniCampus Hof 2 2C-EG-02
Monday 06.12. 15:00 - 16:30 Hybride Lehre
Hörsaal B UniCampus Hof 2 2C-EG-02
Monday 13.12. 15:00 - 16:30 Hybride Lehre
Hörsaal B UniCampus Hof 2 2C-EG-02
Monday 10.01. 15:00 - 16:30 Hybride Lehre
Hörsaal B UniCampus Hof 2 2C-EG-02
Monday 17.01. 15:00 - 16:30 Hybride Lehre
Hörsaal B UniCampus Hof 2 2C-EG-02
Monday 24.01. 15:00 - 16:30 Hybride Lehre
Hörsaal B UniCampus Hof 2 2C-EG-02

Information

Aims, contents and method of the course

Objectives:
Building on the theoretical approaches of Paulo Freire, bell hooks and others, the course aims to provide an insight into the critical education debate and discuss historical case studies in which critical educational practice was developed. This should strengthen the ability to critically, reflectively and yet constructively classify and help shape educational debates.

Methods:
Lectures by the course instructors and numerous guest speakers, supplemented by references to the reading of original texts and possibly videos with contributions by the theorists discussed.

Course content:
Once upon a time, education was seen as a means of enabling people to achieve self-determination, liberation from domination and the autonomous shaping of their own lives. This may sound like a fairy tale - and perhaps the idea of emancipatory education was also just a fairy tale, which was very quickly caught up by political and historical developments wherever it tried to unfold.

This lecture series asks what has become of the idea of emancipatory education. It is all too obvious that it has little appeal today. Discussions on education policy, whether at national, regional or global level, are guided by completely different normative guidelines and dominated by the guiding principle of competitiveness. Emancipatory education was also highly normative, but its norm was the liberation narrative, drawing on Kant, Hegel, Marx and, in the South, pre-colonial approaches to education. From the 1960s until the 1980s, this approach was considered the starting point of any debate on education in development policy discussions, in many places also in the countries of the South themselves - and some concrete education policies also tried to take it as a starting point.

In the context of the lecture series, after an introduction to the theoretical foundations of education and liberation, a whole series of case studies from the history of the (emancipatory) Third World and the Global South will be presented and critically discussed. Of particular interest here are those initiatives in which attempts were made in countries of the periphery to follow an independent path of educational policy.

In addition to examples from socialist Asia in the second half of the 20th century (China...), the concept of education for liberation will be discussed as of its significance for the independence movements in Africa. For Latin America, the Cuban literacy campaign of 1961 is considered a beacon. This was followed up in 2000, when the literacy campaign "Yo sí puedo!" was launched in Haiti and Nicaragua. Within the framework of the Latin American regional alliance ALBA-TCP, interregional educational cooperation also received broad attention: with the support of Cuba and Venezuela, the "Yo sí puedo!" campaign in Bolivia was able to eliminate illiteracy, according to the government.

The lecture series will focus on Paulo Freire and bell hooks as reference points for this critical debate on education in the Global South, alongside European theorists such as Antonio Gramsci and Pierre Bourdieu. Paulo Freire was born on 21.9.1921 in the pauperised northeast of Brazil and would have celebrated his 100th birthday this year. He became known through his book "Pedagogy of the Oppressed", which has been translated into numerous languages. With the dialogical-situational method he developed, he succeeded in alphabetising thousands of illiterate adults within a short time.

bell hooks was born Gloria Watkins on 25.9.1952 in Kentucky, USA. The US-American literary scholar of African-American descent has subjected Freire to a feminist re-reading and is considered an advocate of feminist and anti-racist approaches.

Assessment and permitted materials

The proof of achievement takes the form of a written examination at the end of the semester or at the further examination dates. The basis for this is, on the one hand, the lectures and, on the other hand, the original texts of the topics covered, which are specified as compulsory reading.

Minimum requirements and assessment criteria

Your essay will be assessed with a maximum of 20 points. The 2nd part of the examination (independent short text work) is also assessed with 20 points. The examination is positive from 20 (of 40 possible) points.

Examination topics

The examination subjects are on the one hand the lectures within the framework of the lecture series, and on the other hand the original texts of the theorists discussed, which are specified as compulsory reading.

Reading list

The following texts are meant to serve as comlements to the lectures. In the exams, there will be no detailed questions on these publications.

Aiterwegmair, Katrin/Faschingeder, Gerald/Mérida, Concepción (2020): Systematisation of Experiences as a Methodology of Peasant- Based Action Research. In: Vilsmaier, Ulli/Faschingeder/Gerald, Mercón, Juliana (eds): Methods for Inter- and Transdisciplinary Research and Learning based on Paulo Freire. Special Edition of JEP - Austrian Journal of Development Research. Volume XXXVII (2) 2020. S. 4-18. [online : https://www.mattersburgerkreis.at/site/de/shop/jepartikel/shop.item/1966.html]

Faschingeder, Gerald/Kolland, Franz (2015): Was geschah mit der Idee der emanzipatorischen Bildung? Eine Einleitung. In: Gerald Faschingeder/Franz Kolland (Hg.): Bildung und ungleiche Entwicklung. Konvergenzen und Divergenzen in der Bildungswelt. nap: Wien (= Historische Sozialkunde/Internationale Entwicklung Bd. 34). S. 7-17.

Kazeem-Kaminski, Belinda: Engaged Pedagogy. Antidiskriminatorisches Lehren und Lernen bei bell hooks. Wien: Zaglossus 2016.

Kohan, Walter Omar (2021): Introduction: Beginnings and Senses of a Reading. In: Paulo Freire. A Philosophical Biography. London et al.: Bloomsbury. S. 1-15. [als ebook hier: https://www.bloomsburycollections.com/book/paulo-freire-a-philosophical-biography/ch1-life]

Langthaler, Margarita (2020): Bildung und Gegenhegemonie in peripheren Transformationsprozessen: Das Beispiel der bolivarianischen Bildungspolitik in Venezuela. In: JEP XXXVI, 55-81. [online hier: https://www.mattersburgerkreis.at/site/de/shop/jepartikel/shop.item/1953.html]

Ribolits, Erich (2015): Mythos Bildung. Wieso Bildung nie hält, was sie verspricht. In: Faschingeder, Gerald / Kolland, Franz (Hg.): Bildung und ungleiche Entwicklung. Globale Konvergenzen & Divergenzen in der Bildungswelt. Wien: nap 2015. S. 205-213.

Vilsmaier, Ulli/Streck, Danilo (2021): Das transformative Moment der Praxis. Paulo Freires Wegweiser für Radikale. In: Tobias Faix / Tobias Künkler (Hg.): Handbuch Transformation. Ein Schlüssel zum Wandel von Gesellschaft und Kirche. Neukirchen-Vluyn.

Association in the course directory

IE: VM1 bis VM8, Schwerpunkt Bildung

Last modified: Fr 12.05.2023 00:20