https://doi.org/10.59132/viz/2020/6/22-30
Povzetek
Moj položaj in umeščenost pritiče učenjaku aktivistu, ki se zanima tako za ustvarjanje/produkcijo znanja kakor tudi za uporabo znanja, predvsem v smeri doseganja socialne pravičnosti in enakosti. Pišem tudi z dekolonialne perspektive, z namenom prevpraševanja načinov ustvarjanja znanja in obstoja; prav slednji namreč prispevajo k ustvarjanju tako imenovane »epistemologije Juga« (Souse Santos, 2014). Z uporabo globalnega mladinskega dela (GMD) kot pedagoškega pristopa in temeljnega okvirja bom prikazal, kako lahko oblikujemo participativen prostor za dekonstrukcijo in rekonstrukcijo načinov razumevanja in obstoja; kako lahko učilnico preselimo v resnični svet in kako resnični svet prinesemo v učilnico. Z uporabo različnih prostorov in okolij, razširjanjem učilnice, s situacijami iz realnega življenja (v skupnostih, na ulicah in v muzejih), bom prikazal, kako lahko participativne učne metode nenehno uporabljamo za spodbujanje radovednosti, doseganje ciljev učnih načrtov in spodbujanje transformativnega učenja. Na temelju svojega pisanja, poučevanja, prakse in raziskav v mnogih državah na več celinah v zadnjih dvajsetih letih bom umestil participativne pristope in metode učenja kot disruptivne in kot zavezo, h kateri moramo težiti, saj z njimi učenje in poučevanje postaneta globlja od površinskega in transformativnega (Freire, 1972) »kopičenja znanja«.
Abstract
Generating Disruptive Pedagogy in Informal Spaces: Learning with both the Head and the Heart
My positionality and situatedness is that of a scholar-activist, interested both in the generation/production of knowledge, and the application of knowledge, especially towards social justice and equality. I also write from a de-colonial perspective in challenging ways of knowing and ways of being; to generate what has been called “epistemologies of the South” (Sousa Santos, 2014). In using Global Youth Work (GYW) as a pedagogic approach and conceptual framework, I will illustrate how participatory spaces for the deconstruction and reconstruction of ways of knowing and being, can be generated; how the classroom can be taken into the real world and how the real world can be brought into the classroom. Using a range of places and spaces, spanning the classroom, real-life situations, within communities, and across the streets and museums, I will share how participatory learning methodologies are constantly employed to generate curiosity, maintain curriculum currency and make learning transformative. Drawing on my writing, teaching, practice and research over the last twenty years, across a number of countries and continents, I will position participatory approaches and methodologies of learning as disruptive and a panacea to aspire to, as learning and teaching then becomes deeper, rather than surface; and transformative (Freire, 1972) instead of “banking”.