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Call for Papers and Workshops
A conference organised by:
Faculty of Arts, Monash University Oases Borderlands Cooperative Research Centre for Cosmopolitan Civil Societies at University of Technology, Sydney November 27 - 28, 2008
http://www.arts.monash.edu.au/ges/news-and-events/conf1-background.php The conference aims to be a forum for educators, teachers, students and others who are involved or interested in education for social transformation in institutions of higher education in Australia and elsewhere. While not narrowly circumscribing the theoretical or practical traditions that can contribute to education for social transformation, we propose three overlapping themes that sum up the conference goals: Critical pedagogy, participatory and transformative learning • How are ideas of critical pedagogy, transformative and dialogic learning being interpreted and put into practice in university, TAFE and other tertiary contexts? • How do we step out of the role of ‘expert’ and make the relationship between ‘lecturer’ and ‘student’ more equal – indeed, ‘participatory’? • How do we not only enable participatory learning but also generate democratic, critical and transformative knowledge in-the-world? • How do we encourage collective learning and learning for social action and active citizenship? • How do we enable learning that makes personal and social transformation aimed at a sustainable society possible? Popular education • How are ideas and practices of ‘popular education’ being interpreted and put into practice in higher education in Australia? • How are universities, TAFE colleges and other institutions of higher learning engaging with adult learners in and beyond the classroom into their communities? • How are universities, TAFE colleges and other institutions of higher learning engaging with (members of) disadvantaged groups in and beyond the classroom into their communities? Community-based education • How is ‘community-based education’ being interpreted and practiced in institutions of higher learning in Australia and elsewhere? • How might we shift the conception and practices of ‘internships’ and ‘placements’ away from an overemphasis on ‘individualised’ professional development and towards a more integrated and balanced understanding of personal/social/ecological/spiritual transformation, including practical responses to community needs and priorities? • How are learners enabled to contribute ‘useful’ knowledge for community groups?
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Pleaqse come
I am definitely going to this conference I wonder whether the organisers could add a virtual component to facilitate international and third world participation?
David Zyngier
Lecturer in Curriculum & Pedagogy
Faculty of Education
Monash University
Personal Website: http://www-personal.monash.edu.au/~dzyngier
Please contribute
Dear All,
As one of the organisers of the conference, I would like to invite you to contribute your voice to the various themes that we have presented on the pre-Conference blog page. Any suggestions and opinions are encouraged, as we believe that this will assist us in our attempt to facilitate a successful conference.
Please find the links below:
Blog Site: http://criticalpedagogyconference.wordpress.com/2008/05/15/critical-pedagogy-and-
participatory-learning-for-social-transformation-the-role-of-higher-education-conference/
Conference Website: http://www.arts.monash.edu.au/ges/news-and-events/conf1.php
Yana Grevtseva
Research Assistant
Faculty of Arts, School of Geography and Environmental Science
Monash University
You would think that the
You would think that the district would be greatly impressed and exited to have a wonderful teacher like Ms. Salazar who is truely educating her students with culturally relevant and meaningful knowledge. The actions of the administrators at this school indicate the real agenda of much of the public school approach to learning. That is to say, putting forth a Eurocentric, "white-washed" version of history, (which is a disservice to all students, regardless of color) and discounting meaningful collaboration between oppressed communities, (good old divide and conquer). I have taught in this district long enough to see the incredible waste of materials, lack of meaningful classroom support for teachers, (other than endless in-services), and top-down autocratic decision-making from those who keep themselves "relevant" by thinking up more and more schemes and busy work for the classroom teacher. One only has to look at the Student Progress Reports, and ELD Portfolios to see meaningless redundant paperwork as a fine example. Of course the classroom teacher gets blamed for most of what is wrong, even though they have little control over the big picture, and those who manage the system.