Session Information
13 SES 10, The Voice of Conscience, Resistance and Imperfection
Long Paper Session
Contribution
This paper highlights the ideological logic of the "negative model" and its pedagogical implications. According to the 'negative model' contradiction and resistance are existential elements which embody the possibility of freedom and self realization. The negative model does not aim, as other pedagogical methods, to solve and abolish the manifestations of contradiction but rather to channel them towards a struggle for a better society and humanity.
The article first part criticizes individualistic ideology's ideals of "harmony" and "self-realization" and its various positive practices of "freedom".
The article second part attempts to clarify negative pedagogy's special ontological concept of humanity and liberty.
In conclusion, the article seeks to clarify what are the possible ramifications of adopting the logic of negation to educational praxis while focusing on the role of public schools in it.
Method
Expected Outcomes
References
Berofsky, B. (1995). Liberation from Self: A theory of personal autonomy. Cambridge, UK:Cambridge University Press. Bingham, C. (2008). authority is relational – Rethinking educational empowerment. State University: N.Y Press. Boler, M. and M. Zembylas. (2003). Discomforting truths: The emotional terrain of understanding difference. In Pedagogies of difference: Rethinking education for social change, ed. P. Trifonas, 110-136. New York: RoutledgeFalmer. Freire, P. (2006) Pedagogy of the Oppressed, 30th Anniversary Edition. Translated by Myra Bergman Ramos. London. Fromm, E. (1956). The Art of Loving, New York: Harper & Row. Giroux, A. (1983). Theory and resistance in education: A pedagogy of the opposition. Bergin & Garvey, Inc. South Hadley, MA. Gur-Ze'ev, I. (1998). Toward a nonrepressive critical pedagogy. Educational Theory, 48:4, 463-486. Marcuse, H. (1964\1991). One-dimensional Man: studies in ideology of advanced industrial society. London: Routledge McCarthy, T. (1991). Ideals and illusions: On reconstruction and deconstruction in contemporary critical theory. Cambridge, MA: MIT Press. Postman, N. (1982). The Disappearance of Childhood (New York: Vintage Books). Walkerdine, V. (1992). Progressive pedagogy and political struggle. In C. Luke & J. Gore (Eds.), Feminisms and critical pedagogy (15-24). New York: Routledge.
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