Reimagining Indigenous Education in Costa Rica through Paulo Freire’s Pedagogical Lens: A Critical Analysis

LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Journal Year: 2024, Volume and Issue: 5(4)

Published: Aug. 14, 2024

The present research analyzes Paulo Freire's renowned work Pedagogy of the Oppressed within context education for Costa Rica’s Indigenous populations. It critically examines Rican and its role in perpetuating or challenging oppression Freire argues that traditional models education, where teachers impart information to passive students, serve maintain status quo oppress marginalized, such as communities. Instead, he proposes a problem-posing approach encourages critical thinking, dialogue, collective action transform unjust realities. Emphasizing examination possible impact Freirean pedagogy on culture, language, socialization, Social Emotional Learning (SEL), Culturally Responsive (CRP), study explores complexities educational theory practice populations Rica. In examining how pedagogical principles intersect with populations' unique challenges opportunities, this analysis aims inform policy toward equity social justice eight

Language: Английский

Parental Involvement in Reading Among Grade 1 Learners

British Journal of Teacher Education and Pedagogy, Journal Year: 2024, Volume and Issue: 3(3), P. 41 - 53

Published: Sept. 1, 2024

Parental involvement in reading is crucial for learners. Active engagement helps develop early skills, boost self-esteem, and improve parent-child relationships that may grow their children's experiences by having frequent storytelling sessions, book discussions, setting up a family values literacy. This study determined the nature of parental among Grade 1 learners three identified public elementary schools Cebu, Philippines. The instruments used included researcher-made questionnaire administered to 174 parents. Quantitative data from were analyzed using statistical measures such as frequency, simple percentage, weighted mean, Chi-square test independence. It was concluded although parents somewhat involved, more active learning at home. often modest. same empirical findings showed no correlation between respondents' diversified profiles with Aware results, researchers politely suggested action plans explicitly created help involve children reading.

Language: Английский

Pathways of Hope, Breaking Barriers: Refugee and Immigrant Women Leading Change in Early Childhood Workforce

IntechOpen eBooks, Journal Year: 2024, Volume and Issue: unknown

Published: Nov. 12, 2024

The Pamoja Workforce Project, a partnership between Empowering Communities Globally: For the Care of Children and Lutheran Family Services Rocky Mountain. Project seeks to identify address barriers, gaps, systemic biases, discrimination faced by refugees immigrants non-English non-Spanish first language speakers, entering higher education in early childhood field. By leveraging participatory approach, project collaborates with community members understand unique challenges they encounter. This involves thorough analysis barriers biases that hinder access educational opportunities workforce integration. four years, has tackled improved each semester student-led changes. We have addressed obstacles including policy advocacy, professional development, engagement, working dismantle discriminatory practices foster inclusive systems for equitable access. provides targeted resources support immigrants, offering essential tools guidance retention completion certificates degrees. approaches include justice, career navigators, homework support, childcare, emotional wrap-around services, digital literacy. These efforts aim create more holistic environment where everyone can thrive make meaningful contributions their fields.

Language: Английский