Dialogue in Silence: The False Binary between Freirean Concepts and Practices in Out-of-School Education in Kerala

Autor/in	Syamprasad, K. V.
Titel	Dialogue in Silence: The False Binary between Freirean Concepts and Practices in Out-of-School Education in Kerala
Quelle	In: Journal for Critical Education Policy Studies, 16 (2018) 1, S.59-103 (45 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-2743
Schlagwörter	Critical Theory; Teaching Methods; Dialogs (Language); Power Structure; Disadvantaged; Criticism; Meetings; Informal Education; Self Concept; Social Class; Social Bias; Foreign Countries; Educational Experience; Nonverbal Communication; India + Suchen Sie Ihr Suchwort? Kritische Theorie; Teaching method; Lehrmethode; Unterrichtsmethode; Dialog; Dialogs; Dialogue; Dialogues; Kritik; Meeting; Tagung; Informelle Bildung; Nichtformale Bildung; Selbstkonzept; Social classes; Soziale Klasse; Ausland; Bildungserfahrung; Non-verbal communication; Nonverbale Kommunikation; Indien
Abstract	This article seeks to develop a critical perspective on silence, dialogue, and oppression in out-of-school education, in dialogue with Freire. It also shows how my classroom experiences or fieldwork incidents mediated this dialogue. Freire's concept of problem-posing education has been chosen as the central theoretical framework; that further informed me to develop a dialogical methodology for researching oppression and marginalisation with the Adivasi community in Southern Wayanad in Kerala. The article also explores the complexities of applying Freirean in forming dialogue with participants. My research led me to partially critique Freire, partially apply Freire and partially extend Freire into Kerala's context of out-of-school education. This article primarily explores the practices of silence and dialogue outside classrooms and shows how they form a dialogue with Freire or related scholars. Following that dialogue, it then revisits Freire to identify silence and dialogue as meeting practices and their oscillation in research and community work. The major outcomes of these dialogues and this article include: 'silence and dialogue as oscillating meeting practices'; 'research as silence and dialogue'; 'silencing and dialogic self-help group meetings'; 'silence as ongoing informal communication'; 'silencing events, identity, and resistance in silence'; 'people silence themselves, but, resist oppression in silence; 'silence as banking education and caste oppression'. (As Provided).
Anmerkungen	Institute for Education Policy Studies. University of Northampton, School of Education, Boughton Green Road, Northampton, NN2 7AL, UK. Tel: +44-1273-270943; e-mail: ieps@ieps.org.uk; Web site: http://www.jceps.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01