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RESEARCH PRODUCT
The Critical Potential of John Elliott’s Liberal Pedagogy
Luis S. Villacañas De Castrosubject
Balance (metaphysics)media_common.quotation_subjectPedagogyContext (language use)Human scienceSociologyIdeologyAction researchContent (Freudian dream analysis)Critical pedagogySocial democracymedia_commondescription
This chapter will continue to explore the difficult balance that, as shown in the previous one, held together the content and process dimensions of social democracy’s and Freire’s pedagogical projects. The same balance will now be approached from the standpoint of the liberal tradition, which provides critical pedagogy with one of the poles of the relationship that this book identifies at the heart of its success. John Elliott’s work on pedagogy and educational action research has been chosen for this purpose. From the early 1970s, when he started writing, to the beginning of this new century, the world has undergone important material and ideological transformations that I believe can be pinpointed in Elliott’s writings. Furthermore, the publication of his selected works by Routledge World Library of Educationalists series (Elliott, 2007) calls for a re-analysis of this pedagogue’s message in the light of the 30-year long context of the main facts and ideas that shaped it.
| year | journal | country | edition | language |
|---|---|---|---|---|
| 2016-01-01 |