Academic literature on the topic 'Décolonisation – Pédagogie'
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Journal articles on the topic "Décolonisation – Pédagogie":
Lacroix, Michel, and Julien Lefort-Favreau. "Marxisme Import/Export Ltd : Parti Pris, Partisans, décolonisation et communisme hétérodoxe." Mens 21, no. 2 (January 18, 2022): 11–37. http://dx.doi.org/10.7202/1085225ar.
Soulier, Virginie. "Analyser la reconnaissance du point de vue autochtone dans une exposition muséale." Éducation et francophonie 43, no. 1 (May 1, 2015): 97–115. http://dx.doi.org/10.7202/1030183ar.
Suraweera, Dulani. "Plurilingualism in a Constructively Aligned and Decolonized TESOL Curriculum." TESL Canada Journal 38, no. 2 (March 10, 2022): 186–98. http://dx.doi.org/10.18806/tesl.v38i2.1355.
Leyris, Thomas. "Le Studio-École de la SORAFOM-OCORA. Former des hommes et des femmes africains de radio au temps des décolonisations et des indépendances (1955-1969)." Le Temps des médias 41, no. 2 (October 20, 2023): 114–32. http://dx.doi.org/10.3917/tdm.041.0114.
Madden, Brooke, Craig Kenneth Michaud, Tarah Edgar, and Jennifer Jones. "Wandering With/In the University of Alberta: Teaching Subjects & Place-based Truth & Reconciliation Education." Alberta Journal of Educational Research 66, no. 1 (February 19, 2020): 50–71. http://dx.doi.org/10.55016/ojs/ajer.v66i1.61704.
Robinson, Ingrid Mara, and Joanne Marie Tompkins. "Disrupting the Colonial Agenda within Graduate Teacher Education." Alberta Journal of Educational Research 65, no. 2 (June 12, 2019). http://dx.doi.org/10.55016/ojs/ajer.v65i2.56500.
Todorova, Miglena S. "Co-Created Learning: Decolonizing Journalism Education in Canada." Canadian Journal of Communication 41, no. 4 (November 8, 2016). http://dx.doi.org/10.22230/cjc.2016v41n4a2970.
Dissertations / Theses on the topic "Décolonisation – Pédagogie":
Hounsounon-Tolin, Paulin. "Analyse de questions éducatives : Éléments et Situations de comparaison chez les Romains de l'Antiquité et les Fon du Bénin." Montpellier 3, 2009. http://www.theses.fr/2009MON30081.
The policy of cultural decolonization by that of education grows from the concern of culturally conservation to oneself and is not at all dated from nowadays. Rome has been one of the first nations that engaged with that kind of policy, willing to set the Act of education even of its people on traditional vertues tighly overwhelmed with believes and religious parctices. But the change of the people morale mentality due to the weakness of the traditional believes to find solutions to the existant problems lands it in a total failure as far as the fight against the invasion of strange life style is concerned. The overpopulation of the Roman pantheon corresponds with the animism of Fon in Benin. Lègba of these latters identifiable to the Fortuna of the Romans, and the therapy of the divine priest of Lègba finds a psychological recovery through the mental of epicurean as stoic cure. The modernity is not then a vain word, through one should deeply think about it again. The higher bid of plot price in Benin makes people sell forests and the most sacred woods ; and this makes one think about the real reason of the destruction of Marseille sacred forest by Jules Cesar and his army companions. The concern to survive, and even to better live, is an absolutely imperative. Ecological, educational, judicial, moral and teaching vertues of traditional religions and believes depend exclusively on "pietas", in it roman meaning, of the followers of that believe in nowadays. Before doing anything of the traditional vertues, to build on a land or to make a fence - especially as far as the education act of a country is concerned-, it is first of all important to properly make a research on the "pietas" of the followers of thoses religious believers and practices. Finaly, it is necessary to make a research on the world Circum-Mediterraneans that bequeathed tho the western its current culture so as to understand that every culture grows from their preceding or from those with which it have business in common. That is the universal law of cultural cannibalism and many peoples should inevitably and necessary learn to to well behave at the table of cannibalism. For the cultural cannibalism is for each people what enculturation is for every human being. And it would be a wortheless joke to try to avoid it
Cheklab, Myriam. "Basculer vers des pédagogies décoloniales : regards, chemins et horizons croisés entre des communautés nasa en Colombie et des descendant.es de colonisé.es en France." Electronic Thesis or Diss., Paris 8, 2021. http://www.theses.fr/2021PA080134.
The starting point of this research seeks to decolonize educational, pedagogical and research highlighting alternative epistemologies and modes of existence, based on experiences from the South. Decolonizing is understood as an epistemological shift that unties hegemonic colonial patterns of Western modernity. Patterns that inhabit our ways to the world and thus are present within all educational spaces. …/…The research focuses on decolonial pedagogical practices of Abya Yala. These are understood within the plurality of pedagogical expressions that arise from struggles against colonialism and globalized capitalism. They appear to be an exploratory path in order to overcome numerous limitations often set within the frames of forms of critical pedagogy such as French popular education, which is rooted in the legacy of eurocentrism. …/…The purpose of the research to connect experiences of land recuperation and Nasa community education in the Cauca region in Colombia, with voices of educators and activists of colonized descent in France. …/…The first part of the manuscript aims to develop a critical reading of academic coloniality within research practices and calls for decolonial forms of research. The second part develops a re-reading of the history of the colonized and their struggles, intertwined with the history of French popular education, revealing the whiteness of the latter and the silencing processes to which the former are subjugated. The third and last part, mainly based on practical experiences, highlights shifting points in the thinking of education and pedagogy from a décolonial perspective
Mougin, Martine. "L'Afrique à l'école depuis 1945 jusqu'à la fin des années 90 : le cas de l'académie de Grenoble." Lyon 2, 2005. http://theses.univ-lyon2.fr/documents/lyon2/2005/mougin_m.
In a world that has become irrevocably global, and where the gap between continents and countries keeps widening, education can play a major role in developing ideals of international understanding, justice and solidarity. The objective of this research is to investigate how the educational community has been able to take into account this necessary opening onto South countries since 1945. Its focus is Africa : How has the educational community reacted to the main events on that continent ? What place has been devoted to teaching its culture and problems ? How have North-South relationships been taught ? And beyond ‘development education', this study also raises questions about the objectives of teaching and the teaching profession. Il is based on data collected in various types of educational establishements ranging from nursery schools to universities in the Grenoble area. It concerns all aspects of the educational system, from government-initiated policies to local initiative, and deals with all the characteristics of ‘development education', from informing students in France to setting up partnerships with South countries. It is largely based on statements made by the main participants ( high school and college students, teachers ). It also highlights the necessary link with international aid and solidarity organisations. Through these attempts, the North-South dialogue has found its place in schools, especially since the seventies, but it remains somewhat marginal. As a new millenium begins, ‘development education' proves more urgent than ever and needs a new impetus
Books on the topic "Décolonisation – Pédagogie":
Pewewardy, Cornel, Anna Lees, James A. Banks, Michael Yellow Bird, and Robin Minthorn. Unsettling Settler-Colonial Education: The Transformational Indigenous Praxis Model. Teachers College Press, 2022.
Knox, Shauna. Engaging Currere Toward Decolonization: Negotiating Black Womanhood Through Autobiographical Analysis. Taylor & Francis Group, 2021.
Knox, Shauna. Engaging Currere Toward Decolonization: Negotiating Black Womanhood Through Autobiographical Analysis. Taylor & Francis Group, 2021.
Knox, Shauna. Engaging Currere Toward Decolonization: Negotiating Black Womanhood Through Autobiographical Analysis. Taylor & Francis Group, 2021.
Knox, Shauna. Engaging Currere Toward Decolonization: Negotiating Black Womanhood Through Autobiographical Analysis. Routledge, 2021.
Grosfoguel, Ramón, and Julie Cupples. Unsettling Eurocentrism in the Westernized University. Taylor & Francis Group, 2018.
Unsettling Eurocentrism in the Westernized University. Routledge, 2018.
Grosfoguel, Ramón, and Julie Cupples. Unsettling Eurocentrism in the Westernized University. Taylor & Francis Group, 2018.
Grosfoguel, Ramón, and Julie Cupples. Unsettling Eurocentrism in the Westernized University. Taylor & Francis Group, 2018.
Book chapters on the topic "Décolonisation – Pédagogie":
Guérin, Christian. "17. Pédagogies de l'aventure, décolonisation et recomposition du projet éducatif des Scouts de France (1944-1964)." In De l'Indochine à l'Algérie, 211–25. La Découverte, 2003. http://dx.doi.org/10.3917/dec.bance.2003.01.0211.