教育作为压迫的压迫
1University of Alberta, Edmonton, Canada.
Journal of prevention & intervention in the community
|October 8, 2024
概括
这项研究探讨了教育如何延续压迫,阻碍平等. 它确定了如何回收资源,并挑战通过学校教育增强的系统不平等,特别是对于边缘化群体的方法.
科学领域:
- 教育 学习 学习 学习 学习 学习
- 教育社会学教育的社会学
- 后殖民时期的研究.
背景情况:
- 检查弗雷尔的教育作为压迫的概念和哈雷尔本-沙哈尔的教育视为地位的好.
- 强调教育有潜力挑战经济统治,文化压制和媒体刻板印象.
- 在后殖民时期的全球南方背景下,利用从业人员与残疾学生的经验.
研究的目的:
- 分析教育系统如何无意中创造或加强压迫.
- 通过回收资源来确定促进教育平等的杆点.
- 解开各种形式的教育及其对学生福祉和社会正义的影响.
主要方法:
- 弗雷尔和本-沙哈尔理论的概念分析.
- 涉及农村农业经济中的利苏社区的案例研究.
- 检查传统的生态知识和后殖民时期的课程.
主要成果:
- 作为压迫的教育可以有意或无意地出现,加强系统不平等.
- 学校教育可以作为社会资源的守护者,并证明不公平的生活机会是合理的.
- 现有的歧视 (种族主义,性别主义,能力主义,阶级主义,殖民主义) 与教育相交,影响边缘化的学生.
结论:
- 教育和基本生存需求的交集对于政策话语至关重要.
- 确定了四种作为压迫的教育的初步形式,以指导未来的研究.
- 未来的政策应该旨在消除资助教学的无意中压迫性影响.
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