"Didactics" for the Socially Vulnerable: What, how and why
2011 (English)Conference paper (Other academic)
As suggested by the title of this paper, we are attempting a reflective approach to education as a means of emancipation and disciplination, inclusion and exclusion, reproduction and development.
What should be the content of education of people belonging to marginalized groups? Through what processes are educative goals and learning activities being formed and selected? How are the role and the discourse of this target group defined in teaching practice?
We are identifying the didactics of the vulnerable through the prism of a theoretical model about Paideia (Culture / Education, / “Bildung”) with clear references to the values behind the Swedish tradition of Popular Education reflected on the case of contemporary Greece. The popular education tradition in Sweden is characterized by free, voluntary learning based on the principles of equality, democratic dialogue, participation and, most importantly, respect towards the dignity of others.
Educational practices inspired by the vision for a «veritable» Education can lay the foundations upon which trust in fellow human beings and social institutions are built.
The relation between interpersonal trust, social solidarity and social cohesion is an established one, whereas the true education remains the object of a perpetual quest.
Place, publisher, year, edition, pages
vulnerable, discource of vulnerability, Swedish Adult Popular Education, cohesive society, Didactics
folkbildning, utsatt utsatthetens diskurs, sammanhållet samhälle, didaktik
Social Sciences Pedagogy
Research subject Education
IdentifiersURN: urn:nbn:se:su:diva-71440OAI: oai:DiVA.org:su-71440DiVA: diva2:484948
Education and Social Integration of Vulnerable Groups», University of Macedonia, 24–26 June, 2011, Thessaloniki/Greece
Keynote speach at the International Conference «Education and Social Integration of Vulnerable Groups», University of Macedonia, 24–26 June, 2011, Thessaloniki/Greece2012-01-272012-01-272012-07-06Bibliographically approved