Transformative and Emancipatory Research and Education: A Counter-Practice in Research and Teaching

Autor/inn/en	Alvarez-Blanco, Palmar; Torres, Steven L.
Titel	Transformative and Emancipatory Research and Education: A Counter-Practice in Research and Teaching
Quelle	In: Review of Education, Pedagogy & Cultural Studies, 40 (2018) 4, S.305-328 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1071-4413
DOI	10.1080/10714413.2018.1532745
Schlagwörter	Spanish Speaking; College Faculty; Service Learning; Cultural Capital; Social Justice; Political Issues; Activism; Barriers; Scientists; Public Opinion; Universities; Critical Thinking; Political Attitudes; Teaching Methods; Citizen Participation; Democracy; Neoliberalism; Transformative Learning; Second Language Learning; Second Language Instruction; Advanced Courses; Clinics; Translation; College Students; Disadvantaged; Creative Writing; Exhibits; Films; Video Technology; Nebraska + Suchen Sie Ihr Suchwort? Fakultät; Service-Learning; Soziale Gerechtigkeit; Politischer Faktor; Aktivismus; Politischer Protest; Scientist; Wissenschaftler; Öffentliche Meinung; University; Universität; Kritisches Denken; Political attitude; Politische Einstellung; Teaching method; Lehrmethode; Unterrichtsmethode; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Demokratie; Neo-liberalism; Neoliberalismus; Pädagogische Transformation; Zweitsprachenerwerb; Fremdsprachenunterricht; Fortgeschrittenenunterricht; Collegestudent; Kreatives Schreiben; Film
Abstract	This paper provides examples of activities that can be carried out by Spanish-speaking professors who are willing to step outside of the classroom walls with their students and participate in community projects--to help democratize the various forms of cultural capital as well as promote social justice and political awareness by working hand in hand with social activists. Professors and students can form an integral part of projects that in turn can assist in questioning, reevaluating, and redefining ways of understanding the university and its public role. Professors should coordinate their efforts in order to question national, disciplinary, and mental barriers which in practice operate as a form of censorship--including imaginary barriers that often separate academics and scientists from the rest of the population--in order to coordinate a counterhegemonic project committed to social and environmental justice. It is also up to them to begin to expand, improve, and redefine the general public perception of university professors by making themselves useful and visible to various local and global communities. Finally, it is up to professors to defend the university as one of the few public spheres in which it is still possible to promote critical thinking, political pedagogy, and the basic egalitarian values associated with citizenship, participation and democracy; values that are radically incompatible with the social and economic Darwinism promoted by today's neoliberal revolution. (ERIC).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01