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Liminal pedagogy: Challenging bounda...

Junker, Debora Barbosa Agra.

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Liminal pedagogy: Challenging boundaries. Freire, Vygotsky and feminist insights in dialogue with Christian education (Paulo Freire, Lev Semenovich Vygotsky).

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Liminal pedagogy: Challenging boundaries. Freire, Vygotsky and feminist insights in dialogue with Christian education (Paulo Freire, Lev Semenovich Vygotsky)./
作者:	Junker, Debora Barbosa Agra.
面頁冊數:	215 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-09, Section: A, page: 3340.
Contained By:	Dissertation Abstracts International64-09A.
標題:	Theology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3106418
ISBN:	0496539844

Liminal pedagogy: Challenging boundaries. Freire, Vygotsky and feminist insights in dialogue with Christian education (Paulo Freire, Lev Semenovich Vygotsky).
Junker, Debora Barbosa Agra.

Liminal pedagogy: Challenging boundaries. Freire, Vygotsky and feminist insights in dialogue with Christian education (Paulo Freire, Lev Semenovich Vygotsky). - 215 p.

Source: Dissertation Abstracts International, Volume: 64-09, Section: A, page: 3340.

Thesis (Ph.D.)--Garrett-Evangelical Theological Seminary, 2003.

This dissertation is a theoretical and interdisciplinary study that incorporates insights from critical pedagogy, cultural studies and feminist approaches. It argues that the viewpoints of each of these perspectives share a core of ideas and hopes that is relevant to fashion an educational effort that takes into account the dynamics of the educational enterprise in the context of our contemporary world. Given this frame of reference, an educational process that claims to be relevant will be challenged to perceive this context from perspectives that embrace today's challenges, point to different possibilities, and make responsible choices that can transform situations of oppression and injustice.

ISBN: 0496539844Subjects--Topical Terms:

516533
Theology.

Liminal pedagogy: Challenging boundaries. Freire, Vygotsky and feminist insights in dialogue with Christian education (Paulo Freire, Lev Semenovich Vygotsky).
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500 $a Source: Dissertation Abstracts International, Volume: 64-09, Section: A, page: 3340.
500 $a Adviser: Linda Vogel.
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520 $a This dissertation is a theoretical and interdisciplinary study that incorporates insights from critical pedagogy, cultural studies and feminist approaches. It argues that the viewpoints of each of these perspectives share a core of ideas and hopes that is relevant to fashion an educational effort that takes into account the dynamics of the educational enterprise in the context of our contemporary world. Given this frame of reference, an educational process that claims to be relevant will be challenged to perceive this context from perspectives that embrace today's challenges, point to different possibilities, and make responsible choices that can transform situations of oppression and injustice.
520 $a This interdisciplinary approach, which is framed within the genre of liberating approaches, seeks to prioritize and consider learning not as an individual enterprise, independent of the social and cultural context, but as a communal endeavor. It seeks to challenge the concepts of border, margin and center that prevent a more holistic understanding and participation in faith and academic communities. Thus, it attempts to contribute by shifting ecclesial and social perception of differentness and by considering the presence of others from a perspective of mutual respect.
520 $a This dissertation concludes by highlighting directions that need to be explored further in the articulation of how we make curricular decisions, set expectations, relate to students, plan strategies, and envision our educational outcomes regarding sociocultural and sociopolitical contexts of learning.
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