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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
11

A formação de professores de acordeom do Rio Grande do Sul: narrativas (auto)biográficas / The training of accordion teachers in Rio Grande do Sul: (auto)biographical narratives

Weiss, Douglas Rodrigo Bonfante 25 August 2015 (has links)
Fundação de Amparo a Pesquisa no Estado do Rio Grande do Sul / In this study, I investigate training path ways for accordion teachers from different cities in Rio Grande do Sul, through the analysis of their life stories, told through narratives, having as main goal the unraveling of their training experiences. The participants attended higher education institutes in Music, and hold either a BA or a teaching degree, however, not in the accordion specialty, and some of them did not finish their higher education. Therefore, the teachers interviewed did not have a specific degree to teach accordion, a context from which the following questions emerges: how do the processes of learning to teach occurred for the accordion teachers participating in this research? The teacher training in question emerges from the perspective of the self-training proposedby Josso (2010). Considering that I am an accordion teacher, there is, in this research, an on going dialogue between the story of my life and those of the teachers who shared their stories with me, this being the nuclear center of this study, that meets the biographical and autobiographical studies with the oretical support from Nóvoa (1992) and Josso (2004, 2010). From a qualitative approach, the narratives were chosen though the methodology of Oral History, using semistructured interview. From the analysis of the data, it is possible to notice that there are trends in training for accordion teachers in Rio Grande do Sul. The cultural meanings, the transmission of a feeling of belonging, and the feeling of identity emerged as critical factors in the professional choice of the interviewees. This study intended to engage in dialog with the meanings that music brought throughout the professional development of the teachers in the study, beginning in childhood, and permeating a variety of prejudices and training difficulties that could finally lead to professionalization. Different learning contexts emerged in the search for the participants formation. This variety, which, in its turn, is expressed as unpleasant shocks, is positive in the training of teachers. Even though the focus of the research had been in the experiential training of accordion teachers, it was possible to analyze some of their strategies and teaching methodologies, such as the importance give to the musical code, to the teaching materials and to the use of technologies. / Neste trabalho, procuro investigar caminhos formativos de professores de acordeom de diferentes cidades do Rio Grande do Sul, por meio da análise de suas histórias de vida, contadas através de narrativas, tendo como objetivo geral compreender suas experiências formadoras. Os colaboradores frequentaram instituições de ensino superior em Música, sendo eles bacharéis ou licenciados, porém, não na especificidade acordeom , e alguns não completaram o curso superior. Assim sendo, os professores entrevistados não tiveram habilitação à especificidade para lecionar o instrumento acordeom, contexto do qual emerge a questão: como se dão os processos de formação para a docência dos professores de acordeom colaboradores desta pesquisa? A formação para a docência em questão emerge da perspectiva da autoformação proposta por Josso (2010). Considerando que atuo como professor de acordeom, existe, nesta pesquisa, um diálogo permanente entre a minha história de vida e a dos professores que compartilharam comigo as suas histórias, sendo este o núcleo central do trabalho, que vai ao encontro de estudos (auto)biográficos com aporte teórico em Nóvoa (1992) e Josso (2004, 2010). Partindo de uma abordagem qualitativa, as narrativas foram colhidas pela metodologia de História Oral, fazendo uso da entrevista semiestruturada. A partir da análise de dados, é perceptível que existem tendências formativas para os professores de acordeom do Rio Grande do Sul. Os significados culturais, a transmissão do sentimento de pertença e o sentimento de identidade apareceram como fatores decisivos na escolha profissional dos entrevistados. Busco dialogar com significados que a música tomou ao longo da formação musical dos professores em questão, tendo o início na infância e perpassando diversos preconceitos e dificuldades formativas para, então, levar à profissionalização. Diferentes contextos de aprendizagem apareceram nas buscas formativas dos professores colaboradores. Esta variedade, que se expressa, por vezes, como choques desagradáveis, é positiva na formação dos professores. Ainda que o foco principal da pesquisa tenha sido a formação experiencial dos professores de acordeom, foi possível analisar algumas de suas estratégias e metodologias de ensino, como a importância dada ao código musical, os materiais didáticos e o uso das tecnologias.
12

O gosto dos extremos: tensão e dualidade na poesia de João Cabral de Melo Neto, de \'Pedra do sono\' a \'Andando Sevilha\' / To get on well with extreme: tension and duality in João Cabral de Melo Neto\' s poetry, from \'Pedra do sono\' to \' Andando Sevilha\'

Oliveira, Waltencir Alves de 30 May 2008 (has links)
O trabalho é uma leitura da obra de João Cabral de Melo Neto, de Pedra do Sono a Andando Sevilha, reavaliando algumas considerações de sua Fortuna Crítica. Promove-se a revisão de alguns estudos definidores da poética cabralina que postularam que sua lógica de composição está atrelada à segmentação de sua poesia em duas vertentes: as \"duas águas\". Considera-se que a maioria destes estudos, realizados durantes os anos 60 e 80, reforçaram alguns pressupostos, tais como o antilirismo de sua poesia, sem confrontar as categorias analíticas ao conjunto dos livros do poeta, escritos após A Educação Pela Pedra. Apresentase, portanto, a análise dos seis livros do poeta de Museu de Tudo a Andando Sevilha que conferem ao todo da poesia de João Cabral uma nova conformação. A partir da análise da tematização do lirismo-amoroso e do feminino e da inscrição do autobiográfico na obra, problematiza-se a divisão da poesia cabralina em duas vertentes e reconsideram-se os desdobramentos dela decorrentes. / This research is the reading about João Cabral de Melo Neto work, from Pedra do Sono (Sleep\'s Stone) to Andando Sevilha (Walking Sevilla) , re-evaluating some considerations from his Critical Fortune. It is promoted a revision of some studies which defined the Cabral\'s poetics and which postulated that his logic of composing is attached to the segmentation of his poetry in two ways: the \"two waters\". It is considered that most of those studies, which were accomplished during the 1960\'s and 1980\'s, reinforce some propositions, such as the antilyricism in his poetry, without confronting the analytical categories to all his books, written after A Educação Pela Pedra (Education by Stone). It is presented, therefore, the analysis about the six books written by the author from Museu de Tudo (Museum of Everything) to Andando Sevilha (Walking Sevilla) which give to João Cabral whole poetry a new configuration. Starting from the analysis about the themes of love-lyricism and feminine and the inscription of auto-biography in his work, it is discussed the problematic of the division of Cabral\'s poetry in two perspectives and the unrollings which are consequences of this division.
13

DE CONTADOR A PROFESSOR DE CIÊNCIAS CONTÁBEIS: UMA INVESTIGAÇÃO (AUTO)BIOGRÁFICA A PARTIR DAS PROBLEMÁTICAS DA PRÁTICA PEDAGÓGICA E DA PESQUISA

Benadiba, Moses 08 April 2008 (has links)
Made available in DSpace on 2016-08-03T16:16:02Z (GMT). No. of bitstreams: 1 Moses capa.pdf: 673534 bytes, checksum: c1268412baf31b9f936d494dabb13a1f (MD5) Previous issue date: 2008-04-08 / Due to the proliferation of the Accounting Sciences High Education Courses, the Accounting Federal Council CFC has created the Sufficiency Examination because the teaching poor quality, giving, at such examination, emphasis to the ethical questions. Nowadays, the professional accountant has a practicalmechanical accounting knowledge larger than an accounting reasoning. This investigation, through my (auto)biographical trajectory study in a professional formation perspective, aims to identify the most determining elements in the Accounting Sciences Professor formation, and verify how much the investigation exercise has been present in this formation as well as examine if investigation, as an educational principle reflects itself in the teaching practice. It is necessary to understand that in the trajectory from Accountant to Accounting Sciences Professor, often results from an invitation to successful professionals in the area, who do not necessarily have the adequate pedagogical formation to teach. It is also the scope of this study, based on a better understanding of the practical aspects of a trajectory from an Accountant to Accounting Sciences Professor, to suggest some possible ways for the continuing education programs for these professors. Thus from the Education and Educators point of view, I assume as references Freire, Demo and Schön; from the High Education viewpoint, Cunha and Buarque; from the Accounting Sciences viewpoint, Iudícibus and Marion. The methodology utilized to elaborate this study was the (auto)biographical investigation, with reference, mainly, in Nóvoa and Josso. The results suggest that the tendency to reproduce the banking education, received at school from Elementary School to College, can only be reverted if the subject, without leaving the teaching practice job, has the opportunity to study the theoretical basis of the formal educative processes and to bring them to reflection upon his practice. The study demonstrates that the (auto)biographical investigation with the formative finality can be of great help in this reflexive process. Thus it is suggested that these strategies be utilized in the continuing education process of the Account Sciences Professors.(AU) / Devido à proliferação dos Cursos do Ensino Superior de Ciências Contábeis, o Conselho Federal de Contabilidade CFC criou o Exame de Suficiência, por ter constatado que a qualidade do ensino deixava a desejar, procurando, nas provas, dar ênfase às questões éticas. Atualmente, o profissional contador possui um conhecimento prático-mecânico da contabilidade muito maior do que um raciocínio contábil. Este trabalho, mediante o estudo de minha trajetória (auto)biográfica na perspectiva da formação profissional, busca identificar os elementos mais determinantes na formação de um professor de Ciências Contábeis e verificar em que medida o exercício da pesquisa esteve presente nesta formação, bem como examinar se a pesquisa, enquanto princípio educativo, se reflete na prática docente. É necessário entender que na trajetória de Contador a professor de Ciências Contábeis, este movimento se dá, na maioria das vezes, pelo convite a profissionais que deram certo no mercado de trabalho e que, portanto, nem sempre possuem formação pedagógica adequada para o exercício docente. É também finalidade deste estudo, ao compreender melhor a experiência de um percurso de Contador a professor de Ciências Contábeis, sugerir alguns possíveis caminhos para a formação continuada dos professores deste campo do conhecimento. Para tanto, do ponto de vista da Educação e Formação de Educadores, assumi como referências Freire, Demo e Schön; do ponto de vista do Ensino Superior, Cunha e Buarque; do ponto de vista das Ciências Contábeis, Iudícibus e Marion. A metodologia utilizada na elaboração deste trabalho foi a pesquisa (auto)biográfica com referência, principalmente, em Nóvoa e Josso. Os resultados sugerem que a tendência a reproduzir a abordagem bancária, recebida nos bancos escolares, do primário ao ensino superior, só pode ser revertida na medida em que o sujeito, sem abandonar o trabalho prático de docência, tem a oportunidade de estudar os fundamentos teóricos dos processos educativos formais e traz os mesmos para a sua reflexão sobre a prática. É perceptível, também, o quanto a investigação (auto)biográfica, com finalidade formativa, pode ser de grande ajuda neste processo reflexivo. Por isto mesmo, sugere-se, ao concluir, que no processo de formação continuada dos professores de Ciências Contábeis sejam utilizadas estas estratégias.(AU)
14

O PLURAL E O SINGULAR: O ENSINO DE HISTÓRIA ENTRE A FORMAÇAO DE PROFESSORES E O SUJEITO QUE NARRA / THE PLURAL AND THE SINGULAR: THE HISTORY EDUCATION BETWEEN THE TEACHERS TRAINING AND THE SUBJECT WHO NARRATES

Cardôzo, Lisliane dos Santos 05 April 2013 (has links)
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The present work is linked to the Research Line 2 - School Practice and Public Policy, from the Program in Education, Federal University of Santa Maria. Our goal is to search through the narrative identity of graduated teachers in the course of history from UFSM, as the initial training has involved the work of each of them in their life trajectories and how each subject interprets the social place of the History Teaching. For this, we interviewed four teachers. Based on this goal, we guide our research, in which the identity narrative (RICOEUR, 1997, 2000, 2006) had highlighted through approach (auto)biographical (DELORYMOMBERGER, 2008, 2011) (JOSSO, 2002, 2006). The narratives showed that, for teachers investigated, training is life history, is a process that is not limited to a particular time or formal practices. Thus, the primary training is in political activism, the affirmation of sexual orientation, in the struggle for social movements, the influence and example of the teachers, trainers and not just the course itself. In their view, the initial training is always present, even when it comes to needs, and cannot be separated from work, in relation to theoretical perspectives, and historiographical utopian Education and History Teaching. The narratives showed, similarly, that, at first, in the course of history from UFSM, education was a major concern because teacher training was intended solely to teaching in basic education. However, with the strengthening of post-graduation and payment of the curriculum for the training and licensed, this scenario, in a second moment, shifted and began to prioritize research over teaching, encouraging the research career. According to the study subjects, the initial training is considered crucial, since it modifies the academic and the look that this has on society, theory, policy, which will determine how it will act in their teaching practice school. It was observed, also, through narratives, that the work is not just seen as something painful, but as the determining factor in job satisfaction. In the reports of four subjects, the production of knowledge in the classroom is a praxis rewarding, full of meanings. This relates to the roles of the social place of the Teaching of History, which is seen as having a place of questioning society essentially critical, oppositional and emancipatory for student training area of historical awareness and training policy. / A presente dissertação é vinculada à Linha de Pesquisa 2 Práticas Escolares e Políticas Públicas, do Programa de Pós-Graduação em Educação da Universidade Federal de Santa Maria. Nosso objetivo é pesquisar, através da identidade narrativa de professores formados no curso de História da UFSM, como a formação inicial tem implicado no trabalho de cada um deles, em suas trajetórias de vida e em como cada sujeito interpreta o lugar social do Ensino de História. Para isso, entrevistamos quatro professores. Partindo desse objetivo, orientamos nossa pesquisa, na qual a identidade narrativa (RICOEUR,1997, 2000, 2006) teve destaque por meio da abordagem (auto)biográfica (DELORY-MOMBERGER, 2008, 2011)(JOSSO, 2002, 2006). As narrativas demonstraram que, para os professores investigados, formação é história de vida, é um processo que não se circunscreve a um tempo determinado ou a práticas formais. Assim, a formação principal está na militância política, na afirmação da orientação sexual, na luta em movimentos sociais, na influência e exemplo dos professores-formadores e não apenas no curso em si. Na concepção deles, a formação inicial se faz sempre presente, inclusive, no que tange às carências, e não pode ser desvinculada do trabalho, no que se refere às perspectivas teóricas, historiográficas e utópicas da Educação e do Ensino de História. As narrativas evidenciaram, do mesmo modo, que, em um primeiro momento, no curso de História da UFSM, o ensino era a maior preocupação, pois a formação de professores destinava-se, unicamente, ao ensino na educação básica. Contudo, com o fortalecimento da pós-graduação e a integralização do currículo para a formação do bacharel e do licenciado, esse cenário, em um segundo momento, mudou e se passou a priorizar a pesquisa em detrimento do ensino, incentivando a carreira de pesquisador. Segundo os sujeitos pesquisados, a formação inicial é considerada determinante, uma vez que ela modifica o acadêmico e o olhar que esse tem acerca da sociedade, da teoria, da política, os quais vão determinar a forma como atuará em suas práticas didáticas escolares. Foi possível perceber, também, por meio das narrativas, que o trabalho não é visto apenas como algo penoso e sim como elemento determinante para a realização profissional. Nos relatos dos quatro sujeitos, a produção de conhecimento, em sala de aula, é uma práxis recompensadora, cheia de sentidos. Isso se relaciona às atribuições do lugar social do Ensino de História, que é visto como tendo um lugar de questionamento da sociedade, essencialmente crítico, contestador e emancipador para o estudante, espaço de formação de consciência histórica e de formação política.
15

O gosto dos extremos: tensão e dualidade na poesia de João Cabral de Melo Neto, de \'Pedra do sono\' a \'Andando Sevilha\' / To get on well with extreme: tension and duality in João Cabral de Melo Neto\' s poetry, from \'Pedra do sono\' to \' Andando Sevilha\'

Waltencir Alves de Oliveira 30 May 2008 (has links)
O trabalho é uma leitura da obra de João Cabral de Melo Neto, de Pedra do Sono a Andando Sevilha, reavaliando algumas considerações de sua Fortuna Crítica. Promove-se a revisão de alguns estudos definidores da poética cabralina que postularam que sua lógica de composição está atrelada à segmentação de sua poesia em duas vertentes: as \"duas águas\". Considera-se que a maioria destes estudos, realizados durantes os anos 60 e 80, reforçaram alguns pressupostos, tais como o antilirismo de sua poesia, sem confrontar as categorias analíticas ao conjunto dos livros do poeta, escritos após A Educação Pela Pedra. Apresentase, portanto, a análise dos seis livros do poeta de Museu de Tudo a Andando Sevilha que conferem ao todo da poesia de João Cabral uma nova conformação. A partir da análise da tematização do lirismo-amoroso e do feminino e da inscrição do autobiográfico na obra, problematiza-se a divisão da poesia cabralina em duas vertentes e reconsideram-se os desdobramentos dela decorrentes. / This research is the reading about João Cabral de Melo Neto work, from Pedra do Sono (Sleep\'s Stone) to Andando Sevilha (Walking Sevilla) , re-evaluating some considerations from his Critical Fortune. It is promoted a revision of some studies which defined the Cabral\'s poetics and which postulated that his logic of composing is attached to the segmentation of his poetry in two ways: the \"two waters\". It is considered that most of those studies, which were accomplished during the 1960\'s and 1980\'s, reinforce some propositions, such as the antilyricism in his poetry, without confronting the analytical categories to all his books, written after A Educação Pela Pedra (Education by Stone). It is presented, therefore, the analysis about the six books written by the author from Museu de Tudo (Museum of Everything) to Andando Sevilha (Walking Sevilla) which give to João Cabral whole poetry a new configuration. Starting from the analysis about the themes of love-lyricism and feminine and the inscription of auto-biography in his work, it is discussed the problematic of the division of Cabral\'s poetry in two perspectives and the unrollings which are consequences of this division.
16

As coisas est?o no (meu) mundo, s? que eu preciso aprender. Autobiografia, reflexividade e forma??o em Educa??o Nutricional

Pinto, Vera L?cia Xavier 11 September 2006 (has links)
Made available in DSpace on 2014-12-17T14:36:20Z (GMT). No. of bitstreams: 1 VeraLXP.pdf: 739385 bytes, checksum: 39e55369e3d68f24ba74cd42c7b6cab6 (MD5) Previous issue date: 2006-09-11 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / This paper gives clues for the educative action in nutrition subjects. It deals about the professors experiences deployments lived in 2003 e 2004, both in Nutrition undergraduate course of the Federal University of the Rio Grande do Norte (UFRN), in Nutrition Education and Supervised Internship in Social Nutrition academic disciplines, as well as in the II Update Course in Nutrition Practices for Health Basic Care , offered to the supervisors nutritionists of internship, in this same department, being able to be characterized as an action-research, with interventionism purpose. The study stands out the importance of a new point of view about the nutritionist formation to overcome the limits imposed by the scientism, and the adoption of a complex and reflexive reference about the educational practice in this area. The corpus is made up by 81 undergraduate students alimentary autobiography (source of generating subjects for interventions with the nutritionists), 17 questionnaires and 05 interviews, being 03 of them biography (the start up for an initial dialogue with the nutritionists). The data found and the professors experiences allied to a theoretic reference, by the light of the education proposals for the XXI century were used as establishment elements for the proposition of five guidance axles used to build a complex and reflexive nutrition education, which are: 1) Take the cookery and the culture of eating together as significant elements for the human being integral formation; 2) Conceive the religion manifestations associated to feeding process as relevant elements of the human food culture; 3) Discuss the rupture nature/culture aiming the preservation of live in earth; 4) Search for the overcoming of the identity conflicts by a higher inclosing conscience degrees of being part of this process. 5) Face the limits of fragmented formation. The presented thesis stands that the autobiography method, allied to the freirean pedagogy and to a complex reference, could be taken as an important tool to the health educative subjects, contributing to the formation of reflective individuals able to transform themselves and the world. / Este trabalho apresenta pistas para a a??o educativa em nutri??o. Trata do desdobramento de viv?ncias docentes experienciadas em 2003 e 2004, tanto no curso de Gradua??o em Nutri??o, da Universidade Federal do Rio Grande do Norte (UFRN), nas disciplinas de Educa??o Nutricional e Est?gio Supervisionado em Nutri??o Social , bem como no II Curso de Atualiza??o nas Pr?ticas de Nutri??o na Aten??o B?sica ? Sa?de , oferecido ?s nutricionistas supervisoras de est?gio, pelo mesmo departamento, podendo ser caracterizada como uma pesquisa-a??o, de cunho intervencionista. O estudo ressalta a import?ncia de um novo olhar sobre a forma??o do nutricionista para a supera??o dos limites impostos pelo cientificismo, e a ado??o de um referencial complexo e reflexivo sobre o fazer educativo nesta ?rea. O corpus est? constitu?do por 81 autobiografias alimentares de graduandas (fonte de temas geradores para interven??es junto a nutricionistas), 17 question?rios e 05 entrevistas, sendo 03 biogr?ficas (ponto de partida para o in?cio de um di?logo junto ?s nutricionistas). Os dados encontrados e a experi?ncia docente aliada ao referencial te?rico, iluminados pelas propostas de educa??o para o s?culo XXI serviram como elementos fundantes da proposi??o de cinco eixos norteadores para a constru??o de uma educa??o nutricional complexa e reflexiva, que s?o: 1) Tomar o fazer culin?rio e a comensalidade como elementos significativos para a forma??o integral dos seres humanos; 2) Conceber as manifesta??es de religiosidade associadas ? alimenta??o como elementos relevantes da cultura alimentar humana. 3) Discutir a ruptura natureza/cultura visando a preserva??o da vida da Terra; 4) Buscar a supera??o dos conflitos identit?rios pela consci?ncia de graus de pertencimento mais abrangentes; 5) Enfrentar os limites da forma??o fragmentadora. A tese apresentada ? a de que o m?todo autobiogr?fico, aliado ? pedagogia freireana e a um referencial complexo, pode ser tomado como uma ferramenta importante para o trabalho educativo em sa?de, contribuindo para a forma??o de sujeitos capazes de refletir para transformar a si e ao mundo
17

La femme antérieure, suivi de, Taxidermie littéraire

Maltais, Emilie 09 1900 (has links)
No description available.
18

Adele Steinwender : observations of a German woman living on a Berlin mission station as recorded in her diary

Brammer, Birgit 20 August 2008 (has links)
In 1885 Adele Steinwender arrived in South Africa from Germany. Her vocation was that of a teacher, but unlike the majority of white women who moved to the colonies to teach, Steinwender taught the children of the missionaries, as opposed to the local children. During her five years in Bethanie, a Berlin Mission Station in the Orange Free State, she kept a diary recording her observations of day-to-day life. Steinwender’s diary reveals certain aspects that were often neglected in the diary of the male missionaries, namely the domestic side of life. Her commentaries provide one with a unique perspective on missionary activities, not only because she is writing as a woman, but because although she is in the employ of the Berlin Mission Society, she herself, was not a missionary. Thus her reflections are that of an “outsider”. She was an outsider in more senses than one, considering she was an unmarried woman, who was financially independent, and this set her apart from the other woman who lived within this community at the time. Another aspect that made her unique was that she was the most recent arrival from Germany. Although the white residents of Bethanie did attempt to uphold their germanness during their time spent abroad, they had somewhat adapted to a more “colonial lifestyle”. Throughout her diary, Steinwender cites examples of such cultural adaptations amongst the people living there. That having been said, however, the missionaries and their families still held a feeling of superiority over the local population and there was a deeper sense of German nationalism that was prevalent at all times. This study examines the diary alongside nationalism and gender and provides one with an image of what a community was perceived like through the eyes of Steinwender. She proved to be the exception more than the rule, yet there is a perpetual undertone of her wanting to fit within the confines of what was considered to be normal. / Dissertation (MHCS)--University of Pretoria, 2008. / Historical and Heritage Studies / unrestricted
19

Researching Class Consciousness: The Transgression of a Radical Educator Across Three Continents

Thomson, Marion Arthur 31 August 2011 (has links)
This study addresses the topic of class consciousness and the radical educator. Using the theory of revolutionary critical pedagogy and Marxist humanism I examine the impact of formative experience and class consciousness on my own radical praxis across three continents. The methodology of auto/biography is used to interrogate my own life history. I excavate my own formative experience in Scotland, Canada and my radical praxis as a human rights educator in Ghana West Africa. The study is particularly interested in the possibility of a radical educator transgressing across race, whiteness and gender while working in Ghana, West Africa. Chapter One begins by discussing the theory of revolutionary critical pedagogy, Marxist humanism and theories of the self. Chapter Two assesses the methodology of auto/biography,research methods and an introduction to formative experience. Chapter Three, Four and Five contain excavation sites from Scotland, Canada and Ghana with accompanying analysis. Chapter Six concludes with a summary of research findings.
20

Researching Class Consciousness: The Transgression of a Radical Educator Across Three Continents

Thomson, Marion Arthur 31 August 2011 (has links)
This study addresses the topic of class consciousness and the radical educator. Using the theory of revolutionary critical pedagogy and Marxist humanism I examine the impact of formative experience and class consciousness on my own radical praxis across three continents. The methodology of auto/biography is used to interrogate my own life history. I excavate my own formative experience in Scotland, Canada and my radical praxis as a human rights educator in Ghana West Africa. The study is particularly interested in the possibility of a radical educator transgressing across race, whiteness and gender while working in Ghana, West Africa. Chapter One begins by discussing the theory of revolutionary critical pedagogy, Marxist humanism and theories of the self. Chapter Two assesses the methodology of auto/biography,research methods and an introduction to formative experience. Chapter Three, Four and Five contain excavation sites from Scotland, Canada and Ghana with accompanying analysis. Chapter Six concludes with a summary of research findings.

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