Relevant bibliographies by topics / Radical pedagogy / Journal articles
To see the other types of publications on this topic, follow the link: Radical pedagogy.

Journal articles on the topic 'Radical pedagogy'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 January 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Radical pedagogy.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

Sweet, Stephen. "Reassessing Radical Pedagogy." Teaching Sociology 26, no. 2 (April 1998): 127. http://dx.doi.org/10.2307/1319283.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Dyke, Meyerhoff, and Evol. "Radical Imagination as Pedagogy." Transformations: The Journal of Inclusive Scholarship and Pedagogy 28, no. 2 (2018): 160. http://dx.doi.org/10.5325/trajincschped.28.2.0160.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Allen, Chay. "Allan Kaprow’s Radical Pedagogy." Performance Research 21, no. 6 (November 2016): 7–12. http://dx.doi.org/10.1080/13528165.2016.1240931.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Cotter, Jennifer, Kimberly DeFazio, Brian Ganter, Deborah Kelsh, Amrohini Sahay, Julie Torrant, Stephen Tumino, and Rob Wilkie. "The 'radical' in 'radical teaching': Pedagogy now." Textual Practice 15, no. 3 (January 2001): 419–29. http://dx.doi.org/10.1080/09502360110070376.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

SIEGEL, HARVEY. "'Radical' Pedagogy Requires 'Conservative' Epistemology." Journal of Philosophy of Education 29, no. 1 (March 1995): 33–46. http://dx.doi.org/10.1111/j.1467-9752.1995.tb00339.x.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Clem, B. "Pedagogy of a Radical Multiculturalism." MELUS: Multi-Ethnic Literature of the United States 30, no. 2 (June 1, 2005): 123–38. http://dx.doi.org/10.1093/melus/30.2.123.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Armstrong, Kenneth A., Maksymilian Del Mar, and Sally Sheldon. "Contextual legal pedagogy: still radical?" International Journal of Law in Context 18, no. 4 (November 22, 2022): 365–72. http://dx.doi.org/10.1017/s1744552322000398.

Full text
Abstract:
AbstractThis is an introduction to the Special Issue on ‘Contextual Legal Pedagogy’. It introduces the themes of the Special Issue and offers summaries of the papers in the collection. The introduction considers whether, and how, contextual legal pedagogy can still be radical, and how addressing pedagogical issues also necessarily involves addressing vital theoretical issues.
APA, Harvard, Vancouver, ISO, and other styles
8

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.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
9

Blanchard, Lynda‐ann, and Mike Nix. "Creating spaces for radical pedagogy in higher education." Human Rights Education Review 2, no. 2 (November 3, 2019): 64–83. http://dx.doi.org/10.7577/hrer.3363.

Full text
Abstract:
This paper tells stories from a higher education study abroad collaboration entitled Investigating Diversity, Human Rights and Civil Society in Japan and Australia. Starting from a pedagogical focus on students’ active learning about human rights, this project has come to value relationship building—between academic institutions, civil society and community groups, and individuals. We ask ‘what is human rights education?’, and argue for a radical pedagogy in which knowledge about human rights and diversity is negotiated in ‘third spaces’ (Bhabha). In an attempt to address the ‘im/possibility of engaging with alterity outside of a pedagogic relationship of appropriation or domination’ (Sharma), learners ‘become border crossers in order to understand otherness on its own terms’ (Giroux). As the stories demonstrate, active learning also requires active unlearning (Spivak). Pivotal to our radical pedagogy is a conception of human rights education as dialogic and that creates the conditions for ethical encounters with otherness.
APA, Harvard, Vancouver, ISO, and other styles
10

Denzin, Norman K. "Critical Pedagogy and Democratic Life or a Radical Democratic Pedagogy." Cultural Studies ↔ Critical Methodologies 9, no. 3 (May 15, 2009): 379–97. http://dx.doi.org/10.1177/1532708609332607.

Full text
APA, Harvard, Vancouver, ISO, and other styles
11

Bailey, Rowan. "Five steps toward a radical pedagogy." Radar 1, no. 3 (October 2012): 6–10. http://dx.doi.org/10.5920/radar.2012.136.

Full text
APA, Harvard, Vancouver, ISO, and other styles
12

Coombes, Brad. "Collaboration: Inter-subjectivity or radical pedagogy?" Canadian Geographer / Le Géographe canadien 56, no. 2 (May 30, 2012): 290–91. http://dx.doi.org/10.1111/j.1541-0064.2012.00429.x.

Full text
APA, Harvard, Vancouver, ISO, and other styles
13

Reitz, Charles, and Stephan Spartan. "Critical pedagogy and radical political economics." Cadernos CIMEAC 12, no. 3 (December 26, 2022): 39–65. http://dx.doi.org/10.18554/cimeac.v12i3.6630.

Full text
Abstract:
An in-depth examination of political economy, especially the social dynamics of economic inequality, is a vital part of radical pedagogy. This essay explicates Herbert Marcuse’s critique of the global political economy, U.S. militarism, and his educational philosophy. Marcuse's critical pedagogy stresses that educators at every level face the necessity of elaborating the theory and practice for a free world order today: one of racial equality, women’s equality, the liberation of labor, the restoration of nature, leisure, abundance, and peace.
APA, Harvard, Vancouver, ISO, and other styles
14

Gaianguest, Kathryn. "Radical Pedagogy Is Social Change in Action. Response to "Practicing Radical Pedagogy: Balancing Ideals with Institutional Constraints"." Teaching Sociology 26, no. 2 (April 1998): 123. http://dx.doi.org/10.2307/1319282.

Full text
APA, Harvard, Vancouver, ISO, and other styles
15

Cooke, Nicole A. "Leading with love and hospitality: applying a radical pedagogy to LIS." Information and Learning Sciences 120, no. 1/2 (January 14, 2019): 119–32. http://dx.doi.org/10.1108/ils-06-2018-0054.

Full text
Abstract:
Purpose This paper aims to suggest that classroom instructors should reflect and revise their pedagogy to lead a classroom designed to produce future information professionals who will be prepared to serve their communities in a radical way. Design/methodology/approach The paper reviews the literature related to radical and humanizing pedagogies and then features an auto ethnographic case study which details how the author implemented some of the strategies. Findings Formal study of pedagogy can improve the library and information science (LIS) teaching and learning process. Practical implications Examining pedagogy in a formal way yields concrete suggestions for improving classroom management and content delivery. Social implications Using a radical pedagogy can improve relationships between teachers and learners, and learners will be able to model the classroom strategies in their own professional practice. Originality/value The study builds upon current examples of radical practice in the field and examines how such practices can be instilled even earlier in LIS graduate classrooms.
APA, Harvard, Vancouver, ISO, and other styles
16

Nikolaeva, Elena Aleksandrovna. "FOREIGN RADICAL PEDAGOGY IN THE SCIENTOMETRIC DISCOURSE." Sovremennye issledovaniya sotsialnykh problem, no. 7 (September 16, 2015): 401. http://dx.doi.org/10.12731/2218-7405-2015-7-31.

Full text
APA, Harvard, Vancouver, ISO, and other styles
17

Coleman-Chávez, Brittany. "Exercises for Rebel Artists: Radical Performance Pedagogy." Text and Performance Quarterly 32, no. 4 (October 2012): 376–78. http://dx.doi.org/10.1080/10462937.2012.708433.

Full text
APA, Harvard, Vancouver, ISO, and other styles
18

Harris, Anne. "Race and Refugeity: Ethnocinema as Radical Pedagogy." Qualitative Inquiry 16, no. 9 (June 22, 2010): 768–77. http://dx.doi.org/10.1177/1077800410374445.

Full text
APA, Harvard, Vancouver, ISO, and other styles
19

Henry, Jacob. "Directions for volunteer tourism and radical pedagogy." Tourism Geographies 21, no. 4 (January 26, 2019): 561–64. http://dx.doi.org/10.1080/14616688.2019.1567577.

Full text
APA, Harvard, Vancouver, ISO, and other styles
20

Fletcher, I. C. "Critical Pedagogy: Radical History in Two Spaces." Radical History Review 2008, no. 102 (October 1, 2008): 23–26. http://dx.doi.org/10.1215/01636545-2008-006.

Full text
APA, Harvard, Vancouver, ISO, and other styles
21

Mathews, Julie. "‘...IF RADICAL EDUCATION IS TO BE ANYTHING MORE THAN RADICAL PEDAGOGY’." Discourse: Studies in the Cultural Politics of Education 15, no. 2 (December 1994): 60–72. http://dx.doi.org/10.1080/0159630940150206.

Full text
APA, Harvard, Vancouver, ISO, and other styles
22

Steinberg, Shirley R. "On-the-Ground Literacies: Moderating with Media and Theatre to Embody Critical Pedagogy." International Journal of Roma Studies 2, no. 1 (March 15, 2020): 28. http://dx.doi.org/10.17583/ijrs.2020.5161.

Full text
Abstract:
My work is based on the work of Paulo Freire, and my current tasks come from the endeavors that Freire, Jesús Gomez, Joe Kincheloe and I did on Radical Love in the early part of the new century. Both Radical Love and Critical Pedagogy create my theoretical framework for critical activist pedagogy.
APA, Harvard, Vancouver, ISO, and other styles
23

Gimenez, Martha. "The Radical Pedagogy Mystique: A View from the Trenches. Response to "Practicing Radical Pedagogy: Balancing Ideals with Institutional Constraints"." Teaching Sociology 26, no. 2 (April 1998): 116. http://dx.doi.org/10.2307/1319280.

Full text
APA, Harvard, Vancouver, ISO, and other styles
24

Sweet, Stephen. "Practicing Radical Pedagogy: Balancing Ideals with Institutional Constraints." Teaching Sociology 26, no. 2 (April 1998): 100. http://dx.doi.org/10.2307/1319278.

Full text
APA, Harvard, Vancouver, ISO, and other styles
25

Paine, Charles. "Relativism, Radical Pedagogy, and the Ideology of Paralysis." College English 51, no. 6 (October 1989): 557. http://dx.doi.org/10.2307/377940.

Full text
APA, Harvard, Vancouver, ISO, and other styles
26

Ryan, Sarah E. "Radical Pedagogy: Lessons from the “Africa Book” Project." Journal of Public Affairs Education 13, no. 3-4 (December 2007): 487–97. http://dx.doi.org/10.1080/15236803.2007.12001493.

Full text
APA, Harvard, Vancouver, ISO, and other styles
27

Giroux, Henry A. "Radical Pedagogy and Prophetic Thought: Remembering Paulo Freire." Rethinking Marxism 9, no. 4 (December 1996): 76–87. http://dx.doi.org/10.1080/08935699608685509.

Full text
APA, Harvard, Vancouver, ISO, and other styles
28

Sperlinger, Tom. "Radical Pedagogy in Doris Lessing’s Mara and Dann." Critique: Studies in Contemporary Fiction 58, no. 3 (November 22, 2016): 300–311. http://dx.doi.org/10.1080/00111619.2016.1242473.

Full text
APA, Harvard, Vancouver, ISO, and other styles
29

Rodriguez, Victor J. "Radical Dewey: Deweyan Pedagogy in Mexico, 1915–1923." Education and Culture 29, no. 2 (2013): 71–97. http://dx.doi.org/10.1353/eac.2013.0017.

Full text
APA, Harvard, Vancouver, ISO, and other styles
30

Fedotova, Olga, and Elena Nikolaeva. "Radical Pedagogy: Theoretical Concept and/or Alternative Practice?" Procedia - Social and Behavioral Sciences 186 (May 2015): 785–89. http://dx.doi.org/10.1016/j.sbspro.2015.04.010.

Full text
APA, Harvard, Vancouver, ISO, and other styles
31

Duran, Antonio, and Wilson Okello. "An autoethnographic exploration of radical subjectivity as pedagogy." Journal of Curriculum and Pedagogy 15, no. 2 (May 4, 2018): 158–74. http://dx.doi.org/10.1080/15505170.2018.1465495.

Full text
APA, Harvard, Vancouver, ISO, and other styles
32

Hess, Juliet. "Radical musicking: towards a pedagogy of social change." Music Education Research 16, no. 3 (May 28, 2014): 229–50. http://dx.doi.org/10.1080/14613808.2014.909397.

Full text
APA, Harvard, Vancouver, ISO, and other styles
33

Giroux, Henry A. "Radical pedagogy and the politics of student voice." Interchange 17, no. 1 (March 1986): 48–69. http://dx.doi.org/10.1007/bf01811018.

Full text
APA, Harvard, Vancouver, ISO, and other styles
34

Ballard, Chet. "I Tried Radical Pedagogy Once, but I Did Not Inhale. Response to "Practicing Radical Pedagogy: Balancing Ideals with Institutional Constraints"." Teaching Sociology 26, no. 2 (April 1998): 121. http://dx.doi.org/10.2307/1319281.

Full text
APA, Harvard, Vancouver, ISO, and other styles
35

Juhasz, Alexandra. "Radical Digital Media Literacy in a Post-Truth Anti-Trump Era." Radical Teacher 111 (July 27, 2018): 23–29. http://dx.doi.org/10.5195/rt.2018.524.

Full text
Abstract:
I have engaged in a series of linked pedagogical experiments—one woman’s pedagogic resistance, aligned with many others through making poetry together, by way of digital media literacy—over the duration of the Trump administration. These have been acts of engaged, enraged intellectual citizenship in three parts: 1. an online digital media primer about fakenews, #100hardtruths-#fakenews, produced over the first 100 days of the administration; 2. nine Fake News Poetry Workshops held over the spring semester of 2018, these making use of that online primer and co-facilitated by poets in different locations and communities, and 3. an action plan to further mobilize the primer, poems, and workshops to a scale larger than my own personal pedagogy, still in process. These experiments are first and foremost acts of civic engagement qua pedagogy, art-making, and community-building. They are organized to create and make use of responsive formats, processes, and places to better express our keen knowledge, concern, and curiosity about inter-related phenomena given the current crisis of fake news: self, community, and the world, the fake and real, our own power and that of (social) media.
APA, Harvard, Vancouver, ISO, and other styles
36

Cato, Dennis. "Of the Trivial and the Radical: Is There a Coherent Constructivist Pedagogy?" Paideusis 15, no. 1 (October 28, 2020): 57–74. http://dx.doi.org/10.7202/1072694ar.

Full text
Abstract:
Where a pedagogy is to be understood not simply in its weak sense as a range of classroom techniques but rather in its strong sense as embodying some conception of the ends of education such techniques subserve, coherence derives from the theoretical basis to which that pedagogy appeals. Where, however, such a theoretical basis is indistinguishable from that it purports to supplant or where it is inherently self-contradictory, the resulting pedagogy is incoherent. It is maintained here that “trivial constructivism” fails in the first respect and “radical constructivism” in the second and that any pedagogies based upon them are therefore incoherent.
APA, Harvard, Vancouver, ISO, and other styles
37

wa Bofelo, Mphutlane, Anitha Shah, Kessie Moodley, Linda Cooper, and Barbara Jones. "Recognition of Prior Learning as “Radical Pedagogy”: A case study of the Workers' College in South Africa." Articles 48, no. 3 (January 29, 2014): 511–30. http://dx.doi.org/10.7202/1021917ar.

Full text
Abstract:
This article argues that the model of Recognition of Prior Learning (RPL) in use at the Workers’ College in South Africa may be seen as a form of “radical pedagogy.” Drawing on documentary sources, focus group interviews with staff, and observations, it describes an educational philosophy which aims to build the competencies of activists in labour and community organizations, facilitate their self-affirmation and dignity, and provide an access route to post-school education. It documents and attempts to theorize how this philosophy is enacted in classroom pedagogy, and explores some of the tensions and contradictions encountered. It concludes by acknowledging the unique contribution of these educational practices to an understanding of what RPL as radical pedagogy might look like.
APA, Harvard, Vancouver, ISO, and other styles
38

Formato, Giuseppe. "Eco-justice Pedagogy All’Italiana: Radical Italian Art in the Italian-language Classroom." Theory and Practice in Language Studies 10, no. 12 (December 1, 2020): 1501. http://dx.doi.org/10.17507/tpls.1012.01.

Full text
Abstract:
The climate crisis threatens our very existence in a myriad of urgent ways and thus merits imperative focus in pedagogic practices in general. This focus is achievable in Italian-language classrooms, where issues of global warming and climate crises are seldom mentioned, through artistic themes from Italy’s rich cultural heritage of the arts. The radical art movement of Arte Povera has the potential to bring ecological concerns to the forefront through a critical cultural lens of the country. By drawing upon images of the Arte Povera movement, concepts of eco-justice and eco-pedagogy can occur through paradigms of art-based education to not only discuss the impact of the climate crisis in Italy, but also achieve Italian-language acquisition critically.
APA, Harvard, Vancouver, ISO, and other styles
39

Castro Varela, María do Mar. "Noch einmal: »Was tun?«." Vierteljahrsschrift für wissenschaftliche Pädagogik 95, no. 1 (February 27, 2019): 44–60. http://dx.doi.org/10.30965/25890581-09501005.

Full text
Abstract:
Abstract Once Again: »What to do?« Educational Thinking in Less Peaceful Times In times of increasingly normalized right-wing violence, pedagogy must once again ask itself the question: »What to do?« The text tries to make postcolonial perspectives in the revision of general educational ideas productive. The goal hereby is to design an ethical pedagogy that can think of responsibility vis-à-vis radical alterity. For this, Adorno’s writings on Pedagogy after Auschwitz and postcolonial ideas on pedagogy unfolded by Spivak are combined without falling in to the trap to simply equate them.
APA, Harvard, Vancouver, ISO, and other styles
40

Śliwerski, Bogusław. "Ponadczasowa doniosłość pedagogiki porównawczej Bogdana Nawroczyńskiego." Studia Edukacyjne, no. 47 (March 15, 2018): 21–32. http://dx.doi.org/10.14746/se.2018.47.2.

Full text
Abstract:
The subject of the analysis are the excellent scientific achievements in the field of comparative pedagogy presented by Professor Bogdan Nawroczyński (1882-1974). His contacts with the world’s leading scholars in the field of pedagogy of the New Education resulted in a radical change in comparative studies in Polish pedagogy. I pay attention to the universality of Nawroczyński’s thought and its integrity with the theory of personality and education of young people. I am introducing his contribution to the internationalization of pedagogy, its systematisation and typology of pedagogical thought.
APA, Harvard, Vancouver, ISO, and other styles
41

Manferdini, Elena. "The Magic of Asking ‘What if?’: Radical Architectural Pedagogy." Architectural Design 91, no. 4 (June 28, 2021): 14–23. http://dx.doi.org/10.1002/ad.2708.

Full text
APA, Harvard, Vancouver, ISO, and other styles
42

Johnson, Lawrence. "Reflections on Teaching The Wire: Developing a Radical Pedagogy." Radical Teacher 112 (October 23, 2018): 6–15. http://dx.doi.org/10.5195/rt.2018.343.

Full text
Abstract:
This essay applies the concept of the white racial frame (Feagin 2010) in a critical reflection of the authors use of the popular HBO series The Wire. By positioning the authors subjectivity and experiences teaching the series as a pedagogical tool, the author argues that issues of race, gender, and agency are problematic for classroom use. Despite its popularity in academia students are generally ill-prepared to understand a long history of housing policy and residential segregation to their understanding of The Wire. By default, the white spatial imaginary undermines the critical nature of the show because it only depicts the ghetto where the critical task is to explain the structures that created the modern American ghetto.
APA, Harvard, Vancouver, ISO, and other styles
43

Freedman, Carl. "Marxist Theory, Radical Pedagogy, and the Reification of Thought." College English 49, no. 1 (January 1987): 70. http://dx.doi.org/10.2307/377790.

Full text
APA, Harvard, Vancouver, ISO, and other styles
44

Woodin, Tom. "‘Chuck out the teacher’: radical pedagogy in the community." International Journal of Lifelong Education 26, no. 1 (January 2007): 89–104. http://dx.doi.org/10.1080/02601370601151471.

Full text
APA, Harvard, Vancouver, ISO, and other styles
45

Coté, Mark, Richard Day, and Greig de Peuter. "Utopian Pedagogy: Creating Radical Alternatives in the Neoliberal Age1." Review of Education, Pedagogy, and Cultural Studies 29, no. 4 (August 28, 2007): 317–36. http://dx.doi.org/10.1080/10714410701291129.

Full text
APA, Harvard, Vancouver, ISO, and other styles
46

Cuffy, Robert. "Grounding Adult Education in Radical Guyanese and Caribbean Pedagogy." New Directions for Adult and Continuing Education 2019, no. 164 (December 2019): 83–94. http://dx.doi.org/10.1002/ace.20358.

Full text
APA, Harvard, Vancouver, ISO, and other styles
47

Dyck, Darren, and James Cresswell. "Promoting Dialogic Pedagogy through Restricting Technologies." Dialogic Pedagogy: An International Online Journal 8 (September 16, 2020): SF29—SF38. http://dx.doi.org/10.5195/dpj.2020.359.

Full text
Abstract:
This commentary responds to claims Eugene Matusov makes about a student's right to the use of certain technologies in his or her education. We argue that the use, in particular, of adaptive technologies actually has the potential to inhibit a student's free choice (rather than facilitate it) and that through restricting certain technologies, genuine dialogic pedagogy may more successfully be promoted. We also engage Matusov's concept of the radical freedom necessary for education.
APA, Harvard, Vancouver, ISO, and other styles
48

Liston, Daniel R., and Kenneth M. Zeichner. "Critical Pedagogy and Teacher Education." Journal of Education 169, no. 3 (October 1987): 117–37. http://dx.doi.org/10.1177/002205748716900310.

Full text
Abstract:
The authors offer their view of a normative basis for an approach to teacher education that contributes to the establishment of more critical and emancipatory practices in the public schools of the U.S. These ideas are then linked to the broader tradition of radicalism in teacher education. A variety of conceptual lenses and instructional strategies utilized by radically oriented teacher educators are discussed together with the possibilities for the realization of a radical agenda for teacher education. It is argued that teacher educators need to become much more politically involved in confronting the external conditions that limit the possibilities for reform in teacher education.
APA, Harvard, Vancouver, ISO, and other styles
49

Sukhanova, Natalia P. "Anti-pedagogy in the mirror of philosophical reflection." Problems of Modern Education (Problemy Sovremennogo Obrazovaniya), no. 2, 2020 (2020): 9–14. http://dx.doi.org/10.31862/2218-8711-2020-2-9-14.

Full text
Abstract:
Technologization and digitalization have an impact on public life and culture in general, culture is becoming mainstream. The inevitability of the onset of the postmodern epoch with its basic principles, including pluralism, relativism, mosaicism and heterogeneity, is considered. Postmodern philosophy represents the world as a multitude of fragments, stable links between which are not observed. The influence of postmodernist principles on pedagogy and the formation of anti-pedagogy is analyzed. The concept of anti-pedagogy in a radical form rejects the value and significance of upbringing and education. Attention is focused on the critical attitude of anti-pedagogy not only to educatory and pedagogic methods, but also to the consumer society. The technocratic approach is being criticized, the trainee must have a correct idea of a democratic society, and teachers must be broad-minded people who can step beyond the bounds of the subject being taught. The implementation of postmodernist principles leads to an increase and saturation of the educational environment, to the alignment of the subject-subject interaction of the teacher and student. It is concluded that particular ideas of anti-pedagogy organically exist in the modern education system, but the idea of anti-pedagogical theorists seems to be utopian that a reliable and sure way of changing the educational system is the destruction of this system.
APA, Harvard, Vancouver, ISO, and other styles
50

Kennedy, Christopher, and Ann Holt. "Tracing the Horizon: iLANDing as Radical Archive Practice and Pedagogy." Radical Teacher 105 (July 7, 2016): 61–68. http://dx.doi.org/10.5195/rt.2016.276.

Full text
Abstract:
The purpose of this paper is to highlight an example of how a group of artists/educators/researchers involved in the Interdisciplinary Laboratory for Art, Nature and Dance (iLAND), conceptualize their practice as both users and producers of archives. We pose the following questions within the process of conceptualizing the iLAND archive: What is the radical pedagogy inherent in iLANDing? Moreover, how does the archiving of iLAND, a transdisciplinary practice of intervening into the city/land/body-scape, translate as radical archiving?
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the bibliographies on the topic 'Radical pedagogy' for other source types:
Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography