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Popular education in Asia: A compara...

Yoo, Sung-Sang.

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Popular education in Asia: A comparative study of Freirian legacies in popular education of the Philippines and South Korea.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Popular education in Asia: A comparative study of Freirian legacies in popular education of the Philippines and South Korea./
作者:	Yoo, Sung-Sang.
面頁冊數:	312 p.
附註:	Adviser: Carlos Alberto Torres.
Contained By:	Dissertation Abstracts International68-02A.
標題:	Education, Philosophy of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3251509

Popular education in Asia: A comparative study of Freirian legacies in popular education of the Philippines and South Korea.
Yoo, Sung-Sang.

Popular education in Asia: A comparative study of Freirian legacies in popular education of the Philippines and South Korea. - 312 p.

Adviser: Carlos Alberto Torres.

Thesis (Ph.D.)--University of California, Los Angeles, 2006.

The purpose of this study is to identify possibilities for democratic social transformation through popular education characterized by people's participation in the politics of everyday life. While recognizing Paulo Freire's crucial influences on popular education in Latin America, North America, Africa, Oceania, Europe, and partly in Asia, this study hopes to reveal the influences of Freirian pedagogy upon popular education during the 1970s-80s when the Philippines and South Korea struggled for democratization. Interviews with popular educators and social activists were conducted as the main method of data collection.Subjects--Topical Terms:

783746
Education, Philosophy of.

Popular education in Asia: A comparative study of Freirian legacies in popular education of the Philippines and South Korea.
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520 $a The purpose of this study is to identify possibilities for democratic social transformation through popular education characterized by people's participation in the politics of everyday life. While recognizing Paulo Freire's crucial influences on popular education in Latin America, North America, Africa, Oceania, Europe, and partly in Asia, this study hopes to reveal the influences of Freirian pedagogy upon popular education during the 1970s-80s when the Philippines and South Korea struggled for democratization. Interviews with popular educators and social activists were conducted as the main method of data collection.
520 $a Freirian pedagogy played a crucial role in popular education to promote social democratization in both countries. Comparing popular education in the Philippines and South Korea, I outline similarities and differences regarding characteristics, methods, and main fields. 'Church-related practices,' 'uniting with CO movements,' 'elite-led tendency,' 'failure to contextualize Freirian methods,' and 'disregards of the Left' occurred similarly in both countries. However, the importance of popular education has been relatively different in each region. In the Philippines, people's organizations initiated popular education more actively after 'the EDSA uprising' of 1986; however, popular education became sharply insignificant after the "6.29 Democracy Declaration" in 1987. South Korea, on the other hand, chose a different mode of social movement than the popular movement. Furthermore, Freirian legacies have been diffused to various socio-cultural domains such as school reform, social welfare, night schools (Yahak), labor struggles, and post literacy programs in Korea, while CO movements and organizations in the Philippines remain the main mediators of Freirian pedagogy. The differences come from very different demographic, cultural, historical, political, and economic situations between the two countries.
520 $a Since its appropriation by intellectuals of the Philippines and South Korea, Freriean pedagogy in popular education has not properly been reflected in terms of how to re-create contextual theories and methods in each country. Therefore, it is more important to look for the implications of popular education inspired by Freirian legacies so as to understand Freire's ideal world, that is to say, humanization in the period of a global society. Having been influenced by Paulo Freire, the insistent struggles of popular education since the 1970s through the 80s will help to widen the room for critical pedagogy, to build peace relations through peace talks, and to promote the discourse of multiculturalism.
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