Radical Pedagogy for the Marginalized: Methodological Solutions for The Swedish Public School System?
Journal Title: International Journal of Pedagogy, Innovation and New Technologies - Year 2016, Vol 3, Issue 1
Abstract
The study establishes that the problems within the Swedish public school system concerning declining student achievements are related with marginalization, which has the effect that some students are excluded from education, based on research from OECD, PISA and the Swedish National Agency of Education. Then the study compares the present Swedish school situation with the school situation in Italy during the 1950s and highlights the radical pedagogy Don Lorenzo Milani developed. Similarities with other radical pedagogues like Célestin Freinet and Paulo Freire are described. The main purpose is to bring out the possibilities of radical/critical pedagogy as a developmental teaching practice for schools with a marginalization problems, therefore the main method and aim of radical pedagogy are explained. The foundation of these results is based on research from Mayo, Mayo &amp;amp; Grech, Drake, Brown, Messiou and Edemo. The results display that radical pedagogy has developed from people with a desire to stand up and struggle for the poor and vulnerable in society, mostly teachers and priests. The achievement of equity is the phrase that unifies these pedagogues and the complete phenomenon of radical pedagogy. One of the conclusions of the study is that radical pedagogy and the concept of Don Lorenzo Milani can contribute as a teaching method in the Swedish public school system as an intellectual experiment. The main conclusion is that comparisons between the 1950s and the society of today are not doable in a value free way, concluding that the educational solutions that were effective then, may not be suitable in our public school system now.<br/><br/>
Authors and Affiliations
Leif Björklund
Keywords
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- EP ID EP80112
- DOI 10.5604/23920092.1207081
- Views 144
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