This last work from internationally respected educator Paulo Freire makes his ideas on education and social reform accessible to a broad audience of teachers, students, and parents. Freire shows how a teacher's success depends on observing individual students' approaches to learning and by the...

This last work from internationally respected educator Paulo Freire makes his ideas on education and social reform accessible to a broad audience of teachers, students, and parents. Freire shows how a teacher's success depends on observing individual students' approaches to learning and by the teacher's adapting teaching methods to students' learning methods.

Now We Read, We See, We Speak compellingly captures eight women's progress toward empowerment through a Freirean-based literacy class in rural El Salvador and, in the process, provides telling lessons for literacy and adult educators around the world. This book fills a real gap in the educational...

Now We Read, We See, We Speak compellingly captures eight women's progress toward empowerment through a Freirean-based literacy class in rural El Salvador and, in the process, provides telling lessons for literacy and adult educators around the world. This book fills a real gap in the educational literature on critical theory and literacy teaching and learning. For the first time, we have a multi-layered description and analysis of a literacy class based on Freirean precepts and principles, through the perspective of "traditional" literacy theory and as interpreted through a literacy development lens. This allows us to consider how the adult students learned to read and write within a classroom context that embodies such Freirean precepts as dialogic teacher/student relations; respect for and knowledge of the learners' lives, language and culture; and intentionality about social-political change. Thus, this book is directed toward literacy practitioners, teachers, and researchers who may have heard or read about critical theory but have a need for concrete examples of the methodological implications of such theory. Enlivening this account is the compelling description of the histories and lives of the students in the literacy class campesinos women who have survived a brutal and devastating civil war in El Salvador and who, nevertheless, stepped forward to work with a U.S.-trained literacy teacher, Robin Waterman, to learn to read and write for purposes of personal and sociocultural empowerment. The authors provide a highly readable presentation of the historical and cultural contexts for the women and the literacy class. They also raise issues of socioeconomic marginalization, unequal power relationships, and gender as they relate to literacy development. Basing their account on meticulously gathered and analyzed ethnographic data, Purcell-Gates and Waterman go beyond the presentation of the study to suggest implications and issues for adult literacy education in the United States, linking their findings to current topics in adult education, as well as literacy development in general.

This book offers a relevant sample of the current research on Latin American education in comparative perspective. In their introduction, Carlos Alberto Torres & Adriana Puiggros, two of the most recognized researchers of Latin American education, draw from political sociology of education, theories...

This book offers a relevant sample of the current research on Latin American education in comparative perspective. In their introduction, Carlos Alberto Torres & Adriana Puiggros, two of the most recognized researchers of Latin American education, draw from political sociology of education, theories of the state, history of education, & deconstructionist theories to focus on changes in state formation in the region & its implications for the constitution of the pedagogical subject in public schools. Throughout the different chapters, the contributors present & analyze the most relevant topics, research agendas, & some of the key theoretical & political problems of Latin American education.

In Neoliberalism & Education in Latin America, Adriana Puiggros illuminates the process by which the borders separating educators in the United States & Latin America have been erased due to imperialist policies that affect democratic pedagogy in both parts of the Americas. Puiggros takes stock of...

In Neoliberalism & Education in Latin America, Adriana Puiggros illuminates the process by which the borders separating educators in the United States & Latin America have been erased due to imperialist policies that affect democratic pedagogy in both parts of the Americas. Puiggros takes stock of the critical work on educational relations between the United States & Latin America, covering the evolution of Latin American pedagogical discussion in recent decades. She argues that the association of education with progress, the cornerstone of the U.S. educational system, takes on a different meaning when exported to Latin America as a slogan. Limitless progress, an aim typical of advanced capitalism, becomes, in developing countries, an exhortation toward an unattainable goal: a mirror reflection of U.S. society.

Drawing on elements of progressive education, existential theory, feminist pedagogy, and values education, Reconstructing Education combines the holistic-psychological concerns of humanistic education with the sociopolitical contextualization of critical pedagogy. This empowering example of an...

Drawing on elements of progressive education, existential theory, feminist pedagogy, and values education, Reconstructing Education combines the holistic-psychological concerns of humanistic education with the sociopolitical contextualization of critical pedagogy. This empowering example of an educational system that motivates students and encourages them to become active members in a truly democratic society also reviews this century's educational theories and the way this new theory and practice developed over the past 17 years in one of North America's most experimental postsecondary programs, The New School of Dawson College.

Focuses on the use of the methods and theories of anthropology to solve the practical problems of human communities. It addresses a wide range of problem-solving practices in both development action and applied research. The core of the book is chapters focused on specific practices such as...

Focuses on the use of the methods and theories of anthropology to solve the practical problems of human communities. It addresses a wide range of problem-solving practices in both development action and applied research. The core of the book is chapters focused on specific practices such as evaluation and action research. In addition, there are chapters on history, employment strategies, and ethics.