This dissertation outlines findings from a critical ethnographic research study that attempted to document young Latinas engaging in critical mathematics education, with implications for shifting dominant ideas about the form and goals of education. As Latina youth are marginalized from classrooms and in society where their language, culture, practices, and community are seen as "problems," and particularly in mathematics classrooms where a dominant culture is said to further exclude girls, there is an exigency to understand how in fact Latina students could experience education as transformative. Critical race and feminist theories further argue for centralizing the experiences of women or girls of color as essential to understanding where change can happen in society because of the role that racism and sexism play in structuring educational experiences. Therefore, this study foregrounds the experiences of young Latinas as they engage in critical mathematics.A critical educational paradigm has been put forth whose purpose is to develop critical literacy in students where they investigate, make apparent and challenge oppressive societal structures. This critical ethnographic research study seeks to gain a more nuanced understanding of how young Latinas experience a social justice mathematics learning environment through the facilitation and research of an after-school, all girls mathematics club. More specifically, data in the form of field notes, videotaped sessions, classroom observations, student work and interviews offers a rich source for analysis of their practices in the learning environment, their perceptions of mathematics, themselves as learners of mathematics and as people who can make changes in their lives, communities and in the world. The construct of critical mathematical agency is employed in attempting to understand how the participants' actions expressed a sense of being able to use mathematics to critique and change their worlds. Analysis revealed they engaged in resistance, research and (re)authoring, as ways of expressing critical mathematical agency. In addition, their insight into critical mathematics education highlights the importance of incorporating critical funds of knowledge, fostering collectivity, and centering the experiences in authentic, community contexts. This understanding will inform arguments for seeking social justice through mathematics education and educational research, particularly for Latina youth.

Made available in DSpace on 2014-06-11T19:31:43Z (GMT). No. of bitstreams: 0 Previous issue date: 2007-11-28Bitstream added on 2014-06-13T19:42:18Z : No. of bitstreams: 1 campos_cr_dr_rcla.pdf: 910007 bytes, checksum: 2f8de09ce405656b11b2cbcd6cc000ff (MD5) / Os objetivos desse trabalho são o estudo teórico sobre os fundamentos da didática da Educação Estatística e sua integração com a Educação Crítica e com a Modelagem Matemática e aplicação dessa integração no microcosmo da sala de aula, com o desenvolvimento e a execução de projetos pedagógicos voltados para esse fim. Sobre os fundamentos teóricos da didática da Estatística, observamos que o planejamento da instrução deve possibilitar o desenvolvimento da literacia, do raciocínio e do pensamento estatístico, para que o ensino/aprendizagem seja feito com sucesso. A Modelagem Matemática e o trabalho com projetos servem como estratégia pedagógica utilizada para conceber os projetos de ensino que buscam desenvolver essas capacidades. A Educação Crítica aparece nos projetos com a problematização do ensino, o trabalho com dados reais, contextualizados, o estímulo ao debate e ao diálogo, a desierarquização e a democratização da sala de aula, o incentivo à capacidade crítica, a valorização do conhecimento reflexivo e a preparação do estudante para interpretar o mundo, praticar o discurso da responsabilidade social e a linguagem crítica, incentivando a liberdade individual, a ética e a justiça social. Conjugando essas idéias, emerge a concepção de Educação Estatística Crítica, que se mostra presente nos dois projetos aqui apresentados. / The goals of this thesis are the theoretical study of the Statistic Education's didactical basis and its integration with the Critical Education and the Mathematical Modeling and application of this integration with the development of pedagogical projects toward this end. In the research of the theoretical basis of the Statistic's didactic, we observe that the instruction planning must be able to develop three capacities: literacy, reasoning and statistical thinking. The Mathematical Modeling and the work with projects are used as a pedagogical strategy to create the education projects looking for build up these capacities. The Critical Education is present in the projects with the problematization and the thematization, the real data manipulation, contextualized, the discussion stimulation, the non-hierarchyzation, the democratic values acquired in the classroom, the capacity stimulation of the students to be critical, the reflexive knowledge valuation and the student preparation to explain the world, the practicing speech of the social responsibility and the critical language, stimulating the individual freedom, the ethics and social justice. Putting together these ideas, the Critical Statistics Education's concept appears in this thesis in two projects, presented here.

Esse trabalho tem como objetivo maior a defesa pelo ensino de língua inglesa crítico e subjetificador, entendendo a subjetificação como dimensão da educação formal ainda carente de entendimentos e aplicações práticas uma vez que, tradicionalmente, as dimensões da qualificação e da socialização costumam ser mais enfatizadas em contextos formais de escolarização. Nesse sentido, a educação subjetificadora foi defendida como possibilidade de ruptura a ordens e funcionamentos sociais já existentes e previstos, bem como possibilidade de ressignificação e emancipação de sentidos e conteúdos habitualmente trabalhados na escola básica, que, por meio da crítica, promovam a agência, o exercício de cidadania participativa e a emergência de subjetividades mais condizentes com a natureza complexa dos sujeitos na contemporaneidade. Os horizontes aqui perseguidos foram idealizados e defendidos por meio de pesquisa bibliográfica em torno de questões associadas ao campo da educação crítica, dos múltiplos letramentos necessários e presentes na sociedade globalizada e tecnologizada, e do Letramento Crítico como epistemologia fundante do trabalho com linguagens, textos, e portanto, subjetividades e identidades presentes no cotidiano escolar. Os dados apresentados e debatidos ao longo dos capítulos originaram-se de um período de observação de aulas de inglês e conversas com alunos de uma turma de Ensino Médio de uma escola pública da Grande Vitória (ES), cujas interações aqui expostas se estabeleceram por meio de uma pesquisa-ação crítico-colaborativa culminando no desenvolvimento de uma proposta didática baseada nos princípios teóricos aqui defendidos. Tal proposta, desenvolvida junto ao docente colaborador desse estudo, visava um maior engajamento dos aprendizes daquele contexto diante da constatação de seu pouco envolvimento com as práticas de sala de aula, especialmente traduzido por atitudes indiferentes e pelo pouco investimento por parte dos mesmos na aprendizagem de língua inglesa, atitudes essas possivelmente influenciadas pelo discurso do fracasso ou da deficiência do ensino público, bem como pelo fenômeno da neoliberalização e suas subjetividades opressoras. A partir de noções Pós-modernas de sujeito e da linguagem, as questões aqui levantadas mostraram que a subjetificação pode ser um caminho para que aprendizes de língua inglesa se tornem mais conscientes dos lugares que ocupam na sociedade, bem como daqueles que desejam ocupar pelo investimento que fazem ou ao qual estão assujeitados pelas práticas escolares às quais estão expostos, e que, por vezes, não os representam. O debate aqui empreendido se inicia no Capítulo I discutindo a constituição do sujeito pela linguagem. O Capítulo II trata de noções relacionadas ao engajamento discente, enquanto que, no Capítulo III a proposta de intervenção baseada no Letramento Crítico é apresentada e discutida. No Capítulo IV, o processo subjetificador emergente da práxis científico-pedagógica é debatido, e por fim, reflexões sobre coletividade e responsabilidade emergentes da complexidade das relações e dos processos subjetificadores vivenciados pelos sujeitos aqui expostos concluem o estudo. / This work has as its main objective the case for a critical English education based on the notion of subjectification, discussed here as a dimension of formal education still lacking understanding and practical applications once, traditionally, the dimensions of qualification and socialization have usually been more emphasized in formal schooling contexts. In this sense, subjectification is defended as a possibility of rupture from already existing and predicted social orders and functionings, as well as the possibility of emancipation through the re-design of meanings and contents usually transmitted in basic school practices, which, through critique, should promote agency, the exercise of active citizenship and the emergence of subjectivities more consistent with the complex nature of subjects in contemporary times. The horizons pursued here are idealized and defended by means of bibliographical research around issues related to the field of critical education; the multiple literacies needed and present in the global and technological society we live in, and, Critical Literacy as a foundation epistemology for working with languages, and therefore, the subjectivities and identities present in school routines. The data presented and discussed throughout the chapters originated from a period of observation of English lessons and conversations with students of a public high school class in Grande Vitória (ES, Brazil), with whom interactions were established through a critical-collaborative action research project culminating in the development of lesson plans based on the theoretical principles defended here. This intervention, developed with the collaborator teacher of this study, aimed at increasing students engagement in the face of their lack of involvement with the classroom routines, indifferent attitudes and little investment in the learning of English; which, were possibly influenced by the discourse of failure or deficiency of public Brazilian education, as well as by the phenomenon of neoliberalization and its oppressive subjectivities. Stemming from Postmodern notions of the subject and language, the issues raised here have shown that subjectification can be an orientation for English-speaking learners to become more aware of the places they occupy in society as well as those they wish to occupy through the investment they make or which they are subject to by the school practices they are exposed to, which, many times, unfortunately, do not represent them. The debate carried out here begins, thus, in Chapter I, with a discussion on the constitution of the subject through language. Chapter II deals with notions related to student engagement, while in Chapter III the intervention plan based on Critical Literacy assumptions is presented and discussed. In Chapter IV the subjectification process emerging from the scientific-pedagogical praxis is debated, and finally, reflections on collectivity and responsibility emerging from the complexity of the relations and subjective processes experienced by the subjects here exposed conclude the study.

Esse trabalho tem como objetivo maior a defesa pelo ensino de língua inglesa crítico e subjetificador, entendendo a subjetificação como dimensão da educação formal ainda carente de entendimentos e aplicações práticas uma vez que, tradicionalmente, as dimensões da qualificação e da socialização costumam ser mais enfatizadas em contextos formais de escolarização. Nesse sentido, a educação subjetificadora foi defendida como possibilidade de ruptura a ordens e funcionamentos sociais já existentes e previstos, bem como possibilidade de ressignificação e emancipação de sentidos e conteúdos habitualmente trabalhados na escola básica, que, por meio da crítica, promovam a agência, o exercício de cidadania participativa e a emergência de subjetividades mais condizentes com a natureza complexa dos sujeitos na contemporaneidade. Os horizontes aqui perseguidos foram idealizados e defendidos por meio de pesquisa bibliográfica em torno de questões associadas ao campo da educação crítica, dos múltiplos letramentos necessários e presentes na sociedade globalizada e tecnologizada, e do Letramento Crítico como epistemologia fundante do trabalho com linguagens, textos, e portanto, subjetividades e identidades presentes no cotidiano escolar. Os dados apresentados e debatidos ao longo dos capítulos originaram-se de um período de observação de aulas de inglês e conversas com alunos de uma turma de Ensino Médio de uma escola pública da Grande Vitória (ES), cujas interações aqui expostas se estabeleceram por meio de uma pesquisa-ação crítico-colaborativa culminando no desenvolvimento de uma proposta didática baseada nos princípios teóricos aqui defendidos. Tal proposta, desenvolvida junto ao docente colaborador desse estudo, visava um maior engajamento dos aprendizes daquele contexto diante da constatação de seu pouco envolvimento com as práticas de sala de aula, especialmente traduzido por atitudes indiferentes e pelo pouco investimento por parte dos mesmos na aprendizagem de língua inglesa, atitudes essas possivelmente influenciadas pelo discurso do fracasso ou da deficiência do ensino público, bem como pelo fenômeno da neoliberalização e suas subjetividades opressoras. A partir de noções Pós-modernas de sujeito e da linguagem, as questões aqui levantadas mostraram que a subjetificação pode ser um caminho para que aprendizes de língua inglesa se tornem mais conscientes dos lugares que ocupam na sociedade, bem como daqueles que desejam ocupar pelo investimento que fazem ou ao qual estão assujeitados pelas práticas escolares às quais estão expostos, e que, por vezes, não os representam. O debate aqui empreendido se inicia no Capítulo I discutindo a constituição do sujeito pela linguagem. O Capítulo II trata de noções relacionadas ao engajamento discente, enquanto que, no Capítulo III a proposta de intervenção baseada no Letramento Crítico é apresentada e discutida. No Capítulo IV, o processo subjetificador emergente da práxis científico-pedagógica é debatido, e por fim, reflexões sobre coletividade e responsabilidade emergentes da complexidade das relações e dos processos subjetificadores vivenciados pelos sujeitos aqui expostos concluem o estudo. / This work has as its main objective the case for a critical English education based on the notion of subjectification, discussed here as a dimension of formal education still lacking understanding and practical applications once, traditionally, the dimensions of qualification and socialization have usually been more emphasized in formal schooling contexts. In this sense, subjectification is defended as a possibility of rupture from already existing and predicted social orders and functionings, as well as the possibility of emancipation through the re-design of meanings and contents usually transmitted in basic school practices, which, through critique, should promote agency, the exercise of active citizenship and the emergence of subjectivities more consistent with the complex nature of subjects in contemporary times. The horizons pursued here are idealized and defended by means of bibliographical research around issues related to the field of critical education; the multiple literacies needed and present in the global and technological society we live in, and, Critical Literacy as a foundation epistemology for working with languages, and therefore, the subjectivities and identities present in school routines. The data presented and discussed throughout the chapters originated from a period of observation of English lessons and conversations with students of a public high school class in Grande Vitória (ES, Brazil), with whom interactions were established through a critical-collaborative action research project culminating in the development of lesson plans based on the theoretical principles defended here. This intervention, developed with the collaborator teacher of this study, aimed at increasing students engagement in the face of their lack of involvement with the classroom routines, indifferent attitudes and little investment in the learning of English; which, were possibly influenced by the discourse of failure or deficiency of public Brazilian education, as well as by the phenomenon of neoliberalization and its oppressive subjectivities. Stemming from Postmodern notions of the subject and language, the issues raised here have shown that subjectification can be an orientation for English-speaking learners to become more aware of the places they occupy in society as well as those they wish to occupy through the investment they make or which they are subject to by the school practices they are exposed to, which, many times, unfortunately, do not represent them. The debate carried out here begins, thus, in Chapter I, with a discussion on the constitution of the subject through language. Chapter II deals with notions related to student engagement, while in Chapter III the intervention plan based on Critical Literacy assumptions is presented and discussed. In Chapter IV the subjectification process emerging from the scientific-pedagogical praxis is debated, and finally, reflections on collectivity and responsibility emerging from the complexity of the relations and subjective processes experienced by the subjects here exposed conclude the study.

Orientador: Maria Lúcia Lorenzetti Wodewotzki / Banca: Sandra Maria Pinto Magina / Banca: Cileda de Queiroz e Silva Coutinho / Banca: Antonio Carlos Simões Pião / Banca: Otávio Roberto Jacobini / Resumo: Os objetivos desse trabalho são o estudo teórico sobre os fundamentos da didática da Educação Estatística e sua integração com a Educação Crítica e com a Modelagem Matemática e aplicação dessa integração no microcosmo da sala de aula, com o desenvolvimento e a execução de projetos pedagógicos voltados para esse fim. Sobre os fundamentos teóricos da didática da Estatística, observamos que o planejamento da instrução deve possibilitar o desenvolvimento da literacia, do raciocínio e do pensamento estatístico, para que o ensino/aprendizagem seja feito com sucesso. A Modelagem Matemática e o trabalho com projetos servem como estratégia pedagógica utilizada para conceber os projetos de ensino que buscam desenvolver essas capacidades. A Educação Crítica aparece nos projetos com a problematização do ensino, o trabalho com dados reais, contextualizados, o estímulo ao debate e ao diálogo, a desierarquização e a democratização da sala de aula, o incentivo à capacidade crítica, a valorização do conhecimento reflexivo e a preparação do estudante para interpretar o mundo, praticar o discurso da responsabilidade social e a linguagem crítica, incentivando a liberdade individual, a ética e a justiça social. Conjugando essas idéias, emerge a concepção de Educação Estatística Crítica, que se mostra presente nos dois projetos aqui apresentados. / Abstract: The goals of this thesis are the theoretical study of the Statistic Education's didactical basis and its integration with the Critical Education and the Mathematical Modeling and application of this integration with the development of pedagogical projects toward this end. In the research of the theoretical basis of the Statistic's didactic, we observe that the instruction planning must be able to develop three capacities: literacy, reasoning and statistical thinking. The Mathematical Modeling and the work with projects are used as a pedagogical strategy to create the education projects looking for build up these capacities. The Critical Education is present in the projects with the problematization and the thematization, the real data manipulation, contextualized, the discussion stimulation, the non-hierarchyzation, the democratic values acquired in the classroom, the capacity stimulation of the students to be critical, the reflexive knowledge valuation and the student preparation to explain the world, the practicing speech of the social responsibility and the critical language, stimulating the individual freedom, the ethics and social justice. Putting together these ideas, the Critical Statistics Education's concept appears in this thesis in two projects, presented here. / Doutor

Orientador: Maria Lúcia Lorenzetti Wodewotzki / Resumo: Esta pesquisa investiga as contribuições do ambiente de Modelagem Matemática para o desenvolvimento das competências da Educação Estatística visando a formação de sujeitos críticos. De modo geral, professores enfatizam apenas aspectos técnicos e operacionais da Estatística, propondo atividades desvinculadas da realidade, interesses e problemáticas cotidianas dos estudantes. Esse fato impede que o aluno perceba a forte presença dela na sociedade e explore o desenvolvimento das competências (literacia, raciocínio e pensamento) relacionadas ao ensino dessa ciência. Tais competências centram-se na capacidade do indivíduo ler, interpretar e argumentar criticamente uma informação; trabalhar com as ferramentas estatísticas e perceber relações entre suas ideias ao fazer a leitura de um conjunto de dados; associar dados quantitativos a situações concretas, explicitando seus significados, e conectar modelos matemáticos à natureza contextual em que se inserem. Com base nessas competências e suas características, investiga-se a contribuição da Modelagem Matemática para o desenvolvimento de uma Educação Estatística Crítica. É uma pesquisa qualitativa, de caráter exploratório e descritivo, realizada entre discentes do terceiro ciclo do curso de Análise e Desenvolvimento de Sistemas da Faculdade de Tecnologia de São Paulo (FATEC-SP), na cidade de Itapetininga. Os dados foram obtidos no momento da apresentação final dos trabalhos desenvolvidos pelos alunos durante o semestre na disciplina de... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This research studies the contribution of the Mathematical Modeling environment on the development of skills in Statistical Education, aimed at training critical subjects. Professors often emphasize some technical aspects and Statistical operations, proposing activities that are not based on the students’ reality, interests, and everyday problems. Such fact prevents that students realize its strong presence in our society and explore the development of skills (literacy, logic, thinking) related to studying this science. These skills are focused on the individual’s ability in reading, interpreting, and critically discussing some information; working on statistical tools and singling out relations with their ideas when reading a data set; associating quantitative data with real situations, making explicit its meanings and connecting mathematical models to the contextual nature in which the data are involved. From this problem, a guiding question was devised: what are the contributions that emerge in the Statistics teaching, both in the matter of the development of statistical skills and in the formation of a critical subject, when working with Mathematical Modeling projects in technology courses? It aims to propose the study of Statistics through Mathematical Modeling in the context of a technology course, and thus analyze and reflect on the contributions the environment provides to the development of competences in Statistics, as well as the performance and criticism of these ... (Complete abstract click electronic access below) / Doutor

This thesis investigates the practice of high-stakes standardized testing in Nigeria. Examining its colonial histories, its philosophical incongruities with African indigenous education, and its neocolonial foundations, it argues that high-stakes testing in Nigeria facilitates the erosion of a critical African worldview. It demonstrates that through high-stakes testing’s reproduction of social and regional inequalities, the unethicality of its systems and practices as well as its exemplification of Freire’s concept of normative and non liberatory education as the “practice of domination”; high-stakes standardized testing in Nigeria seamlessly fits into the neo-colonial and neoliberal logic of education as a site of psychological colonization and the material exploitation of the people by the ruling elite.

This thesis investigates the practice of high-stakes standardized testing in Nigeria. Examining its colonial histories, its philosophical incongruities with African indigenous education, and its neocolonial foundations, it argues that high-stakes testing in Nigeria facilitates the erosion of a critical African worldview. It demonstrates that through high-stakes testing’s reproduction of social and regional inequalities, the unethicality of its systems and practices as well as its exemplification of Freire’s concept of normative and non liberatory education as the “practice of domination”; high-stakes standardized testing in Nigeria seamlessly fits into the neo-colonial and neoliberal logic of education as a site of psychological colonization and the material exploitation of the people by the ruling elite.

Orientador: Jandira Liria Biscalquini Talamoni / Banca: Ana Tiyomi Obara / Banca: Ana Maria de Andrade Caldeira / Resumo: O presente estudo buscou conhecer e analisar a contribuição da educação ambiental (EA) na atuação de professores envolvidos na educação de jovens e adultos (EJA), com relação à inserção dos alunos daquela modalidade de ensino na sociedade. Com intuito de analisar o contexto e interpretar os fenômenos presentes nas escolas de EJA envolvidas nesse estudo, foi realizada uma pesquisa qualitativa descritiva utilizando-se como técnicas de coleta de dados a análise documental, entrevistas, aplicação de questionários e observação de campo. Para desempenharmos esta tarefa, realizamos estudos em 20 escolas caracterizando os 78 alunos e 21 professores do programa de educação de jovens e adultos e adultos de escolas da regição do centro expandido de São Paulo. No delineamento do perfil dos professores foram considerados os aspectos pessoais, profissionais e sociais envolvidos na escolha da profissão. O perfil dos 78 alunos da EJA foi traçado com base nos pontos de vista do aluno e do professor, observando a importância da EJA na consolidação das expectativas dos estudantes. Biscaremos, ainda, identificar as concepções e práticas dos professores, relativs à EA no contexto da EJA. Para auxiliar na consolidação da pesquisa caracterizamos 23 escolas localizadas na região do centro expandido da cidade de São Paulo, nas quais estes professores atuam, com relação aos seguintes aspectos: localização, ponto de referência e acessibilidade a partir do marco zero da cidade de São Paulo, a "Catedral da Sé". Consideramos que uma articulação da EA na EJA seja importante no processo de formação de sujeitos críticos, questionadores e participantes da atual realidade, no entanto, observamos que naquelas escolas eram escassas as oportunidades de teorização e debate, pois os professores atuantes naquele contexto educacional, aparentemente, não tiveram uma formação que os ... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This study sought to understand and analyze the contribution of environmental education (EE) in the performance of teachers involved in youth and adult education (EJA), regarding the inclusion of students in that mode of education in society. In order to analyzed with this study, we conducted descriptive qualitative research using techniques such as data collection by way of analysis, interviews, questionnaires and field observation. To accomplish this task, we conducted studies in 20 schools featuring 78 students and 21 teachers, the education program for youth and adults of the expanded center of São Paulo. In the delineation of the profiles of the teachers, We considered a personal, professional and social choice for the teaching profession. The profile of the 78 students of EJA was drawn up based on the views of the student and the teacher regarding the importance of adult education in the consolidation of the students' expectations. We seek also to identify the concepts and practices of teachers concerning the EA in the context of adult education. To consolidate the research featured, the study looked at twenty-three schools located in the central region of the expanded city of Sao Paulo, where these teachers work. It concentrated on the following aspects: location, point of reference, and the accessibility of concentrated on the following aspects: location, point of reference, and the accessibility of the ground zero of the Sao Paulo city, the "Sé Cathedral". We believe that an articulation of EA in the EJA is important for the formation process of critical, questioning and participating in the current reality, however, observed in adult education, opportunities to theorize and debate because the teachers working at the education context, apparently had no training that prepared them for this. Thus we find, therefore, that teachers need more information, on the subject, which ... (Complete abstract click electronic access below) / Mestre

This doctoral project considers the conceptual and practical articulation of emancipation through examination of two temporally, culturally and politically distinct working-class community-led children's school movements in Britain. Attesting to a different history of working-class relationships to education than that offered in long-held dominant gendered and raced discourses of working-class inactivity and deficiency, examination of the Socialist Sunday School (SSS) and Black Saturday (BSS) movements has offered a significant opportunity to explore the genealogy of radical working-class education. Challenging the contemporaneous dominant tropes of 'empowerment', SSSs and BSSs rearticulated the existing emancipatory intent found in their respective radical political fields (socialist and Black) in the formation of children's educational cultures. In depth analysis of these two movements, and comparison across them, has provided the opportunity to discover similarity and difference in complex cultural processes ofeducational resistance in very different working-class communities. Mobilising methodological praxis, this project places the notions of class and emancipation at the centre of the research itself. Thus, following the literature review and the explication of the methodology, this dissertation turns to a theoretical examination of the notions of class and emancipatory education in order to develop these concepts for the research, and at the same time open them to further investigation in the historical cases. Attending to the unsettling of class by poststructuralist excursions, a conception of class is developed embedded in the Gramscian concept of hegemony, with attention to class' constitutive diversity and fragmentation, and its interaction with other oppressions. Exploring the public and common enterprise of education, this discussion also considers emancipatory education as a public space through an examination of Nancy Fraser's notion of 'counterpublics'. Following this, the dissertation explores the inception and periods of growth of the SSS and BSS movements in turn (1892-1930 & 1968-1990 respectively). Drawing on oral history testimony, school records, minute books, personal correspondence, and national and local press, this project develops understanding of the ways in which these school movements understood and expressed their purpose. Giving due attention to their surrounding social and political contexts, the ways in which these schools created childhood educational cultures, developed curriculum and pedagogies, connected with their broader radical fields, and interacted with the wider public sphere - including the State and mainstream education, is explored. Here complex (gendered and 'raced') expression and understanding of both class and emancipation is found within the diverse voices of the teachers and students of these highly localised school movements. Finally, returning to the conceptual frames with which this research began, this dissertation compares and contrasts across these cases to explore the differences and similarities intheir development of educational cultures of resistance. Borrowing from the knowledge traditions of their respective communities, proving capability of existing dominant knowledge, and creating hope for a different future, the SSS and BSS experience reveals complexity and ambiguity in their relationships to their radical political milieus and mainstream educational institutions, and within the educational counterpublics themselves.