Hay espacio para el cambio en la educación: Perspectivas y debates, de educación critica a educación sustentable.
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Is there space for change in Education: Perspectives and debates from critical literacy to sustainable education.
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nov 19, 2018
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El presente trabajo explora el concepto de educación y al mismo tiempo se vincula con la re-conceptualización del mismo. El proposito principal es navegar en los diferentes cambios de como la educación es conceptualizada, entendida y aplicada en diferentes niveles. Los conceptos en torno a la educación y la manera en la que es percibida quizas hayan cambiado pero existe la necesidad de hacer un analisis más profundo en cuanto a las estructuras y su rol, para poder visualizar la posibilidad de un cambio en mayor beneficio de la educación y de un canal de comunicación abierto.
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Andreotti, V. (2014). Critical literacy: theories and practices in development education . Policy & Practice: A Development Education Review , 12 - 32.
Andreotti, V. (2014). Critical literacy: theories and practices in development education. Policy & Practice: A Development Education Review , 12 - 32.
Andreotti, V. (2006). ‘Theory without practice is idle, practice without theory is blind*’: the potential contributions of postcolonial theory to development education. The development education Journal , 12 (3), 7-10.
Bourn, D. (2012). Development education: from the margins to the mainstream. f(x)= (Education Global) Research , 1 (1).
Branch, A., & Zachariah, M. (2015). Africa Uprising: Popular Protest and Political Change. London: Zed Books.
Escobar, A. (1995). The making and unmaking of the third world. princeton: princeton university press.
Freire, P. (2005). Education for critical consciousness. New York: Continuum.
Gerhardt, H. -P. (1994). Paulo Freire. Thinkers on education, 2, 439 - 458.
Hall, S. (1992). The West and the Rest. Discourse and Power. En S. Hall, & B. Gieben, Formations of modernity (págs. 275 - 331). Cambridge: Polity Press.
Medrick, R. (2013). A Pedagogy for Sustainability Education. Journal of Sustainability Education, 5.
Mohok McLaughlin, J. (2017). "Shifting Boundaries and Education Development Discourses: Implications for Comparative and International Education in Oceania". Annual Review of Comparative and International Education 2017, 205 - 230.
Rodney, W. (1973). How Europe Underdeveloped Africa. (J. Arriola, Trad.) London: London and Tanzanian Publishing House,.
Sosa-Provencio, A. (2018). Curriculum of the Mestiza/o Body: Living and Learning Through a Corporal Landscape of Resistance and (Re)generation. Diaspora, Indigenous, and Minority Education , 95 - 207.
Andreotti, V. (2014). Critical literacy: theories and practices in development education. Policy & Practice: A Development Education Review , 12 - 32.
Andreotti, V. (2006). ‘Theory without practice is idle, practice without theory is blind*’: the potential contributions of postcolonial theory to development education. The development education Journal , 12 (3), 7-10.
Bourn, D. (2012). Development education: from the margins to the mainstream. f(x)= (Education Global) Research , 1 (1).
Branch, A., & Zachariah, M. (2015). Africa Uprising: Popular Protest and Political Change. London: Zed Books.
Escobar, A. (1995). The making and unmaking of the third world. princeton: princeton university press.
Freire, P. (2005). Education for critical consciousness. New York: Continuum.
Gerhardt, H. -P. (1994). Paulo Freire. Thinkers on education, 2, 439 - 458.
Hall, S. (1992). The West and the Rest. Discourse and Power. En S. Hall, & B. Gieben, Formations of modernity (págs. 275 - 331). Cambridge: Polity Press.
Medrick, R. (2013). A Pedagogy for Sustainability Education. Journal of Sustainability Education, 5.
Mohok McLaughlin, J. (2017). "Shifting Boundaries and Education Development Discourses: Implications for Comparative and International Education in Oceania". Annual Review of Comparative and International Education 2017, 205 - 230.
Rodney, W. (1973). How Europe Underdeveloped Africa. (J. Arriola, Trad.) London: London and Tanzanian Publishing House,.
Sosa-Provencio, A. (2018). Curriculum of the Mestiza/o Body: Living and Learning Through a Corporal Landscape of Resistance and (Re)generation. Diaspora, Indigenous, and Minority Education , 95 - 207.