Relevant bibliographies by topics / Critical pedagogy

Academic literature on the topic 'Critical pedagogy'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 March 2023

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Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Journal articles on the topic "Critical pedagogy":

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Kopnina, Helen. "Critical pedagogy." Studier i Pædagogisk Filosofi 8, no. 1 (February 18, 2020): 43–68. http://dx.doi.org/10.7146/spf.v8i1.114773.

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While environmentalism is often associated with different non-governmental organizations, agencies, movements, institutions, and grassroots groups, one of the least understood types of environmentalism is so-called radical activism. This article will argue that the label of radicalism or even terrorism attached to some forms of environmental activism precludes learning about the causes of environmental crises. Based on the work of Paulo Freire in critical pedagogy and eco-pedagogy, this article supports the position that learning about social and political framing of “radicalism” as well as the issues that drive this “radical” action help the development of critical thinking and ethical judgment in students. By analyzing student reflection essays on the film If a Tree Falls: A Story of the Earth Liberation Front, this article draws lessons in ecological citizenship and critical thinking.
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McLaren, Peter. "Critical Pedagogy." Teaching Education 9, no. 2 (January 1998): 37–38. http://dx.doi.org/10.1080/10476210.1998.10335492.

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Mclaren, Peter. "Critical Pedagogy." Teaching Education 9, no. 1 (June 1997): 1. http://dx.doi.org/10.1080/1047621970090101.

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Roy, Alice, Anne DiPardo, Eleanor Kutz, Suzy Q. Groden, Vivian Zamel, Colin Lankshear, and Peter L. McLaren. "Critical Literacy, Critical Pedagogy." College English 56, no. 6 (October 1994): 693. http://dx.doi.org/10.2307/378317.

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홍은영. "Is critical pedagogy self-critical?" Korean Journal of Philosophy of Education 34, no. 1 (March 2012): 205–27. http://dx.doi.org/10.15754/jkpe.2012.34.1.010.

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Crocco, Francesco. "Critical Gaming Pedagogy." Radical Teacher, no. 91 (September 11, 2011): 26–41. http://dx.doi.org/10.5406/radicalteacher.91.0026.

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Avery, Jon. "Critical Thinking Pedagogy." Inquiry: Critical Thinking Across the Disciplines 14, no. 1 (1994): 49–57. http://dx.doi.org/10.5840/inquiryctnews199414112.

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Deanna L., Fassett, and Warren John T. "Critical Communication Pedagogy." Southern Communication Journal 72, no. 3 (August 13, 2007): 304–7. http://dx.doi.org/10.1080/10417940701533732.

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Alsup, Janet. "Contextualizing Critical Pedagogy." Pedagogy 1, no. 2 (April 1, 2001): 429–34. http://dx.doi.org/10.1215/15314200-1-2-429.

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Lam, K. D. "Relocating Critical Pedagogy." Radical History Review 2008, no. 102 (October 1, 2008): 12–14. http://dx.doi.org/10.1215/01636545-2008-003.

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Journal articles Dissertations / Theses Books

Dissertations / Theses on the topic "Critical pedagogy":

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Bennington-Dykes, Judy. "Critical invention a rhetorical pedagogy for critical literacy /." [Pensacola, Fla.] : University of West Florida, 2008. http://purl.fcla.edu/fcla/etd/WFE0000105.

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Hollstein, Matthew S. "Critical pedagogy preservice teachers' perspectives /." Ohio : Ohio University, 2006. http://www.ohiolink.edu/etd/view.cgi?ohiou1155328467.

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Pagowsky, Nicole, and Kelly McElroy. "Critical Library Pedagogy Handbooks: Introduction." Association of College and Research Libraries, 2016. http://hdl.handle.net/10150/620823.

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Pagowsky, Nicole, and Kelly McElroy. "Critical Library Pedagogy Handbooks: Acknowledgments." Association of College and Research Libraries, 2016. http://hdl.handle.net/10150/620824.

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Hollstein, Matthew Scott. "CRITICAL PEDAGOGY: PRESERVICE TEACHERS’ PERSPECTIVES." Ohio University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1155328467.

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Connolly, Brid. "Praxis, critical pedagogy and critical adult and community education." Thesis, Open University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.505459.

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My motivation for undertaking this research stemmed from the fascination I had in the ways of working with adult learners and the way in which adult and community education was a powertul tool for change. The purpose of this study was to explore this interest in close detail examining how praxis, the cycle of action and reflection, and critical pedagogy in adult and community education might work towards social transformation. Critical pedagogy, the dynamic interaction between 'really useful knowledge', the educators and the learners, in the learning environment, lacked an ingredient that I sought to uncover in the study. What do adult educators do that enables them and the learners to act upon the world? The study found that the practice which aimed to develop critical consciousness comprised a wide variety of methods, 'really useful methods', which engaged learners, motivating them to think critically, to discuss and to question. That was a way to create the environment for acting upon the work.
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Jones, Liz. "Critical pedagogy : an im\possible task?" Thesis, Manchester Metropolitan University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267444.

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Georgieff, André Sascha. "Facilitating critical pedagogy: Challenges and rewards." Thesis, Georgieff, André Sascha (2020) Facilitating critical pedagogy: Challenges and rewards. Masters by Research thesis, Murdoch University, 2020. https://researchrepository.murdoch.edu.au/id/eprint/58963/.

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In this dissertation I explore and report a series of critical teaching dilemmas that occurred in the context of a social justice teacher education unit. Facilitating Critical Pedagogy: Challenges and Rewards is an auto-ethnographic qualitative research project grounded in critical theory. It uses Critical Reflective Practice, in order to advise, provoke and reform significant teaching challenges. Discussing issues surrounding social justice with student teachers can be a rewarding experience. It can however, also create teaching incidents when students become defiant and resistant to change. When this manifests as passive resistance, introducing sociological questions concerning notions of identity, privilege and racism can become difficult. My journal writing, using a Describe, Reflect and Act sequence on significant teaching incidents, examined how I acted towards students. This process helped me ascertain what scope there is for becoming a more effective facilitator of learning under difficult and challenging circumstances. Further research analysis incorporated a fourth ‘Reconstruct’ stage of Critical Reflective Practice within the sequence and this allowed me to further analyse my research data within a research methodology. Critical theorising and journaling is the methodology I used because it motions educators to become better practitioners through reflective practice. The contribution of this study to educational research is such that teachers will recognise that by understanding, reflecting and acting in certain critical situations they have the power to change the awareness of students. They also may learn that to be effective in certain educational settings, teachers will have to develop more trusting relationships with students and engage in deeper dialogues about social justice. The major finding locates critical narrative, action research and critical thinking within reach of practitioners because it joins theory with the practices of good teaching.
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Cosenza, Julie Susan. "A Critical Disability Pedagogy: Legitimizing Dyslexia." OpenSIUC, 2017. https://opensiuc.lib.siu.edu/dissertations/1347.

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A common understanding is that dyslexia is the inability to spell words, the inability to recall symbols, the inability to recognize sight words, or the inability to decode. Dyslexia is often described in deficiency language—the inability to do something. Deficiency language is a product of special education and continues to dominate common understandings of dyslexia. Additionally, special education views dyslexia as an isolated variable, an object to assess, measure, and rehabilitate, and does not take into consideration systemic factors that may influence learning. In this dissertation, I ask three primary research questions: (1) What are the influential areas of study in the academy that have shaped our contemporary understanding of dyslexia? (2) What is a dyslexic way of knowing and writing? How can we make our classrooms more accessible? And (3) What can we learn about the educational institution from a dyslexic positionality? After reviewing the literature on dyslexia from the areas of special education, disability studies in education, critical communication pedagogy, and crip theory, I identify that dyslexia tends to be object of study, and very few people who identify as dyslexic are writing about dyslexia. The dyslexic scholar is rendered invisible. An undergirding principle of this dissertation is that dyslexia becomes visible only through communication: the miss-reading of a sign, a miss-spelled word, a misunderstood text, mistakes. If we come to know the world through writing and communication, then the “mistakes” that are common to dyslexia are actually another way of knowing the world, a legitimate way of knowing. Through performative writing, I articulate a dyslexic way of knowing, and show how this way of knowing can help us rethink course design and classroom communication. I also offer course design strategies that aim to disrupt ritualized educational practices, subvert scriptocentricism, embrace universal design for learning, and promote personalized education. In the process, I legitimize a dyslexic way of know, and by effect, legitimize dyslexia.
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Arvidsson, Sanna, and Beatrice Bogren. "Critical literacy i de första skolåren : En litteraturstudie om hur ett critical literacy perspektiv i undervisningen kan möjliggöra för utvecklingen av elevers läsförståelse." Thesis, Högskolan i Jönköping, Högskolan för lärande och kommunikation, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-37042.

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Denna litteraturstudie behandlar hur elevers läsförståelse kan utvecklas genom att arbeta utifrån ett critical literacy-perspektiv i relation till vetenskapliga teorier om lärande. Studien beskriver hur olika metoder och arbetssätt samt lärares förhållningssätt möjliggör elevers utveckling av textarbete med utgångspunkt i den sociokulturella teorin. Syftet är att undersöka forskning som rör elevers läsförståelse samt vilka förmågor eleverna i årskurs F-3 utvecklar genom att arbeta med läsförståelse med utgångspunkt i critical literacy-praktiker. Studiens vetenskapliga material har samlats in via internetbaserade söktjänster och därefter bearbetats, kategoriserats och analyserats. Urvalet består av doktorsavhandlingar och tidskriftsartiklar. Resultatet visar att elever idag många gånger blir undervisade i hur de ska tänka, de är vana vid att få tankar och idéer undervisade och ges inte lika mycket tid till egen reflektion. I dagens samhälle finns det ett behov av att skapa egna tanka och åsikter och tankar  om skeenden i vår omgivning. Det framkommer också att elever kan utveckla förmågor som att skapa en egen åsikt, bli medvetna om den aktuella kontext som diskuteras, samt lära sig hur man tillsammans kan läsa och diskutera problem. Studiens slutsats är: Genom att ha ett critical literacy-perspektiv i undervisning ges eleverna en möjlighet att lära sig analysera, värdera och kritiska granska det stora informationsflöde de kommer möta genom livet.
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Books on the topic "Critical pedagogy":

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Boronski, Tomas. Critical Pedagogy. London: Routledge, 2021. http://dx.doi.org/10.4324/9781315101811.

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Kincheloe, Joe L. Critical pedagogy primer. 2nd ed. New York: P. Lang, 2008.

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Fassett, Deanna L. Critical communication pedagogy. Thousand Oaks: Sage Publications, 2007.

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Agnello, Mary Frances, and William Martin Reynolds, eds. Practicing Critical Pedagogy. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-25847-8.

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Giroux, Henry A. On critical pedagogy. New York: Continuum International Publishing Group, 2011.

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Carmen, Luke, and Gore Jennifer 1959-, eds. Feminisms and critical pedagogy. New York: Routledge, 1992.

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Kanpol, Barry. Critical pedagogy: An introduction. 2nd ed. Westport, Conn: Bergin & Garvey, 1999.

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Kanpol, Barry. Critical pedagogy: An introduction. Westport, Conn: Bergin & Garvey, 1994.

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Malott, Curry Stephenson. Critical Pedagogy and Cognition. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0630-9.

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Dyson, Sue. Critical Pedagogy in Nursing. London: Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1057/978-1-137-56891-5.

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Book chapters on the topic "Critical pedagogy":

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Kegan, Diane M. Harnek, and Linda M. Oravecz. "Critical Pedagogy." In Enhancing Values of Dignity, Democracy, and Diversity in Higher Education, 168–80. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003246732-15.

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Giroux, Henry. "Critical Pedagogy." In Handbuch Bildungs- und Erziehungssoziologie, 1–16. Wiesbaden: Springer Fachmedien Wiesbaden, 2021. http://dx.doi.org/10.1007/978-3-658-31395-1_19-1.

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Bhattacharjee, Sukalpa. "Critical pedagogy." In English Teachers' Accounts, 60–76. London: Routledge India, 2021. http://dx.doi.org/10.4324/9781003146209-5.

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Lahiji, Nadir. "Critical pedagogy." In Architecture or Revolution, 26–44. New York: Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780367853372-3.

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Giroux, Henry. "Critical Pedagogy." In Bildung und Gesellschaft, 717–32. Wiesbaden: Springer Fachmedien Wiesbaden, 2022. http://dx.doi.org/10.1007/978-3-658-30903-9_19.

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Bradley, Ben. "Pedagogy." In Encyclopedia of Critical Psychology, 1338–41. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4614-5583-7_213.

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Phipps, Alison, and Manuela Guilherme. "Introduction." In Critical Pedagogy, 1–6. Bristol, Blue Ridge Summit: Multilingual Matters, 2004. http://dx.doi.org/10.21832/9781853597541-001.

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Giroux, Henry A. "1. Betraying the Intellectual Tradition: Public Intellectuals and the Crisis of Youth." In Critical Pedagogy, 7–21. Bristol, Blue Ridge Summit: Multilingual Matters, 2004. http://dx.doi.org/10.21832/9781853597541-002.

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Turner, Joan. "2. Academic Literacy in Post-colonial Times: Hegemonic Norms and Transcultural Possibilities." In Critical Pedagogy, 22–32. Bristol, Blue Ridge Summit: Multilingual Matters, 2004. http://dx.doi.org/10.21832/9781853597541-003.

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Nainby, Keith E., John T. Warren, and Christopher Bollinger. "3. Articulating Contact in the Classroom: Towards a Constitutive Focus in Critical Pedagogy." In Critical Pedagogy, 33–47. Bristol, Blue Ridge Summit: Multilingual Matters, 2004. http://dx.doi.org/10.21832/9781853597541-004.

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Conference papers on the topic "Critical pedagogy":

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Ouatu-Lascar, Miruna. "DisCritical Pedagogy: How DisCrit Can Inform Critical Pedagogy." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1892479.

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Gitlin, Andrew. "REWRITING CRITICAL PEDAGOGY WITH TECHNOLOGY." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0109.

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D., N. "TEACHING CRITICAL PEDAGOGY TO PROSPECTIVE TEACHERS." In ANAIS DO II CONGRESSO INTERNACIONAL PAULO FREIRE: O LEGADO GLOBAL. Galoa, 2018. http://dx.doi.org/10.17648/paulofreire-2018-89683.

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de Novais, Janine. "Critical Digital Pedagogy: A Theoretical Sketch." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1686306.

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Gray, Colin. "Critical pedagogy and the pluriversal design studio." In DRS2022: Bilbao. Design Research Society, 2022. http://dx.doi.org/10.21606/drs.2022.238.

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Donaldson, Jonan. "Conceptual Metaphor, Critical Pedagogy, and Educational Research." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1433505.

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Riesland, Erin. "A Critical Post-Digital Pedagogy of Place." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1692942.

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Choi, Seungeun. "Designing Music Education based on Critical Pedagogy." In Education 2014. Science & Engineering Research Support soCiety, 2014. http://dx.doi.org/10.14257/astl.2014.71.29.

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Ameri, Amir H. "Critical Historiography and the Design Studio Pedagogy." In 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.6.

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The cultures that in their divergent multiplicity were once effectively segregated in space and time, find themselves in close proximity, dialogue and potential competition and conflict in both literal and virtual space as a direct consequence of globalization. Coupled as globalization is with the technologies of the information age, it has dramatically and fundamentally transformed our cultural and cross-cultural modes of communication and exchange, and along with it our cultural experience of space and time. These transformations are not formal and aesthetic per se, but more profoundly cultural and ideological. As such, they are measurably changing all cultures involved in unforeseeable directions. These changes, along with a multi-cultural context to architectural practice in a global economy require a shift of emphasis in architectural pedagogy to better prepare the next generation of architects to meet the unique demands of a plurality of cultures in a state of flux and change.
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Balcaen, Philip L., and Robert Campbell. "Embedding Critical Thinking Pedagogy through Learning Object Design." In 2010 Sixth Advanced International Conference on Telecommunications. IEEE, 2010. http://dx.doi.org/10.1109/aict.2010.92.

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Reports on the topic "Critical pedagogy":

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Boghossian, Peter. Socratic pedagogy, critical thinking, moral reasoning and inmate education : an exploratory study. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5552.

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Gambrell, James. A Critical Race Analysis of Travel for Transformation: Pedagogy for the Privileged or Vehicle for Socio-Cultural Transformation? Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2482.

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Bakhshaei, Mahsa, Angela Hardy, Aubrey Francisco, Sierra Noakes, and Judi Fusco. Fostering Powerful Use of Technology Through Instructional Coaching. Digital Promise, 2018. http://dx.doi.org/10.51388/20.500.12265/48.

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Research findings suggest that instructional technology coaching may be a critical lever in closing the gap in the usage of technology, sometimes referred to as the digital use divide. In the 2017-2018 school year, we provided 50 schools in 20 school districts across five states, with a grant to support an onsite, full-time instructional technology coach (called a DLP coach). Our data shows that after one year of working with their DLP coach, teachers are using technology more frequently and in more powerful ways. DLP teachers report significant increases in using technology for both teaching content and pedagogy—in other words, teachers are using technology to support what they are teaching, as well as how they are teaching it.
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Fullan, Michael, and Joanne Quinn. How Do Disruptive Innovators Prepare Today's Students to Be Tomorrow's Workforce?: Deep Learning: Transforming Systems to Prepare Tomorrow’s Citizens. Inter-American Development Bank, December 2020. http://dx.doi.org/10.18235/0002959.

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Disruptive innovators take advantage of unique opportunities. Prior to COVID-19 progress in Latin America and the Caribbean for integrating technology, learning, and system change has been exceedingly slow. In this paper we first offer a general framework for transforming education. The framework focuses on the provision of technology, innovative ideas in learning and well-being, and what we call systemness which are favorable change factors at the local, middle/regional, and policy levels. We then take up the matter of system reform in Latin America and the Caribbean noting problems and potential. Then, we turn to a specific model in system change that we have developed called New Pedagogies for Deep Learning, a model developed in partnerships with groups of schools in ten countries since 2014. The model consists of three main components: 6 Global Competences (character, citizenship, collaboration, communication, creativity, and critical thinking), 4 learning elements (pedagogy, learning partnerships, learning environments, leveraging digital), and three system conditions (school culture, district/regional culture, and system policy). We offer a case study of relative success based on Uruguay with whom we have been working since 2014. Finally, we identify steps and recommendations for next steps in Latin America for taking action on system reform in the next perioda time that we consider critical for taking advantage of the current pandemic disruption. The next few years will be crucial for either attaining positive breakthroughs or slipping backwards into a reinforced status quo.
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Peters, Vanessa, Deblina Pakhira, Latia White, Rita Fennelly-Atkinson, and Barbara Means. Designing Gateway Statistics and Chemistry Courses for Today’s Students: Case Studies of Postsecondary Course Innovations. Digital Promise, August 2022. http://dx.doi.org/10.51388/20.500.12265/162.

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Scholars of teaching and learning examine the impacts of pedagogical decisions on students’ learning and course success. In this report, we describes findings from case studies of eight innovative postsecondary introductory statistics and general chemistry courses that have evidence of improving student completion rates for minoritized and low-income students. The goal of the case studies was to identify the course design elements and pedagogical practices that were implemented by faculty. To identify courses, Digital Promise sought nominations from experts in statistics and chemistry education and reviewed National Science Foundation project abstracts in the Improving Undergraduate STEM Education (IUSE) program. The case studies courses were drawn from 2- and 4-year colleges and were implemented at the level of individual instructors or were part of a department or college-wide intervention. Among the selected courses, both introductory statistics (n = 5) and general chemistry (n = 3) involved changes to the curriculum and pedagogy. Curricular changes involved a shift away from teaching formal mathematical and chemical equations towards teaching that emphasizes conceptual understanding and critical thinking. Pedagogical changes included the implementation of peer-based active learning, formative practice, and supports for students’ metacognitive and self-regulation practices.
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Venkateswaran, Nitya, Jay Feldman, Stephanie Hawkins, Megan A. Lewis, Janelle Armstrong-Brown, Megan Comfort, Ashley Lowe, and Daniela Pineda. Bringing an Equity-Centered Framework to Research: Transforming the Researcher, Research Content, and Practice of Research. RTI Press, January 2023. http://dx.doi.org/10.3768/rtipress.2023.op.0085.2301.

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Since the mainstream racial awakening to pervasive and entrenched structural racism, many organizations have made commitments and adopted practices to increase workplace diversity, inclusion, and equity and embed these commitments in their organizational missions. A question often arises about how these concepts apply to research. This paper discusses how organizations can build on their specific commitments to diversity, inclusion, and equity by applying these principles in the research enterprise. RTI International’s framework for conducting equity-centered transformative research highlights how incorporating principles of diversity, inclusion, and equity requires a departure from mainstream practice because of historical and intentional exclusion of these principles. Drawing on methodologies of culturally responsive evaluation, research, and pedagogy; feminist, Indigenous, and critical methodologies; community-based participatory research; and theories of social transformation, liberation, and racial justice, this organizing framework illustrates what this departure requires and how research can serve liberation and social justice by transforming the researcher, the research content, and the day-to-day practice of conducting research. Centering the work of seminal scholars and practitioners of color in the field, this paper provides a holistic framework that incorporates various research approaches and paradigms intended to shift power to minoritized and marginalized communities to achieve social transformation through research.
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Bécu, V., A.-A. Sappin, and S. Larmagnat. User-friendly toolkits for geoscientists: how to bring geology experts to the public. Natural Resources Canada/CMSS/Information Management, 2022. http://dx.doi.org/10.4095/331220.

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Abstract:
A growing number of countries are committed toreduce their carbon emissions and are transitioning towards renewable and clean energy sources, leading to an in crease in demand formetals and minerals. This is especially the case for a short list of what are called "critical minerals" which are considered essential to economic development, including the transition to a low-carbon economy and national security. There liability of their supply chain raises concerns considering geological scarcity, difficulty to extract and/or political factors influencing their availability. At the same time, public awareness and perception of geoscience are eroding and there is more and more reluctance towards mining projects, even from traditionally favourable communities. To face this challenge, promote public interest and outline the contribution of geological science to society, geoscientists of the Geological Survey of Canada (GSC-Québec) have designed and put together a portable display that includes a suite of mineral and metal samples considered critical for the sustainable success of Canada's transition towards a clean and digital economy. The display is a user-friendly toolkit that can be used by any GSC geoscientists during outreach activities, in classrooms as well as during public open houses. It comes with straightforward pedagogic material and content, along with presentation scenarios. To broaden and adapt the workshops to specific expectations, additional toolkits were developed and all are contained within easy to carry travel cases. These cover a variety of topics and can be presented as stand-alone displays or be used complementary to one another. For example, the "Mines and minerals" collection may serve as a supplement to the "Critical minerals" display to present every day objects in which minerals are used as well as ores amples from active mines to illustrate the intertwining between mining activities and our everyday lives. Another display covers the ever-popular fossils thematic with the "Sedimentary rocks and fossils" collection and gives an opportunity to address key geoscience themes such as life evolution and biological crisis along with groundwater reservoirs and resources. The "Magmatic rocks" display touches on the formation of rocks from magmas, the different types and active processes of volcanoes, and discusses the risks and benefits related to volcanic activity. Hopefully, these four ready-to-use portable displays will encourage more GSC geoscientists to engage in public oriented activities to make geosciences more accessible, change perceptions and offer an overall tangible scientific experience for people.

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