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what is considered scientifically taboo: to scream like a child. 19 1 As further explored by Bettelheim, B. The Uses of Enchantment: The Meaning and Importance of Fairy Tales . New York, NY: Alfred Knopf, 1976. p. 5. 2 This course was co-designed and directed by Professor Tim Prentki and Professor Michael Balfour, both leaders in the Applied Theatre field. 3 O’Toole, J. The Process of Drama, Negotiating Art and Meaning . London and New York, NY: Routledge, 1992. p. 30. 4 These terms are derived from the work of Freire, P. Pedagogy of the Oppressed

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. Bibliography Artaud, A., Theatre and its Double , trans. Mary Caroline Richards (New York: Grove Press, 1958). Bernstein, B., Class, Codes and Control , vol 1 (St. Albans: Paladin, 1973). Boal, A., Theatre of the Oppressed (London: Pluto Press, 1998). Bond, E., Theatre Poems and Songs (London: Eyre: Methuen, 1978). Brecht, B. ‘The Popular and the Realistic’. Twentieth Century Theatre: A Sourcebook , ed. Richard Drain (London and New York: Routledge, 1995), 188-91. Freire, P., Pedagogy of Freedom (Oxford: Rowmann and Littlefield, (1998). Hauser, A. The

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stories are left out, be they histories of composers past or lived histories of queer artists today. Furthermore, this gaze inwards means that we do not step outside to consider our situation (Freire, 1993). A focus within diminishes the possibility for dialogue and transformative action that can disrupt dominant discourse. Within these systems “discursive practices make it difficult for people to think outside them – hence they are also exercises in power and control” (Loomba, 2015, p. 38). Not seeing beyond our own four walls, Vaugeois cautions, produces a citizenry

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hierfür liefern in der jüngeren Museumstheorie vornehmlich sozusagen »protestmuseologische« Positionen, die sich in ihren analytischen Methoden auf Antonio Gramsci, Walter Benjamin, Louis Althusser und Michel Foucault beziehen und die ihre Vorbilder für alternative, emanzipatorische Praktiken in der sozialistischen Reformpädagogik sowie im befreiungspädagogischen Ansatz Paolo Freires identifizieren. So re ← 202 | 203 → kurriert Oliver Marchart auf Foucaults Analyse von Machtdispositiven sowie auf Althussers Konzept der »ideologischen Staatsapparate« und fasst zusammen

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. ‘Child Incarceration’. 2000. p. 125. 37 Moore details the early riots in Medway STC, Ibid . p. 122; see also: A False Sense of Security: The Case Against Locking Up More Children . London: The Children’s Society, 1993. p. 7. 38 Muncie, J. Youth & Crime , Fourth Edition. London and California: Sage Publications, 2015. p. 328. 39 Freire. The Pedagogy of the Oppressed . 1996. 40 Hendrick. Child Welfare . 2003. p. 190. 41 Ibid . p. 231. 42 James, A. L. and James, A. ‘Tightening the Net: Children, Community and Control’, British Journal of Sociology

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, Paulo Freire, Erich Fromm, Mahatma Gandhi, Immanuel Kant, Martin Luther King Jr., Nelson Mandela, Karl Marx, Edgar Morin, Plato, and John Rawls have been shaped by efforts to define how individuals, groups, and societies ought to behave. Although diverse in many respects, all of these efforts have in common the argument that both people and societies should be governed by standards of conduct beyond simple deference to the possession of power and resources (Adorno, 1973; Foucault, 1980). Bertrand Russell once said: “If all humans were well off, if poverty and disease

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://www.vads.ac.uk/collections/maclennan/interviews.htm > accessed 25 Oct. 2013. Fisher, Jean, Alanna O’Kelly, Catalogue Text (Dublin: Irish Museum of Modern Art, 1996). ——, Príamo Lozada and Willie Doherty, eds, Willie Doherty: Out of Position (Mexico City: Turner/A&R Press/ColecciUn Jumex, 2006). Foucault, Michel, Discipline and Punish: The Birth of the Prison , trans. Alan Sheridan (London and New York: Penguin Books, 1977). ← 249 | 250 → Fowler, Catherine, ‘Room for Experiment: Gallery Films and Vertical Time from Maya Deren to Eija Liisa Ahtila’, Screen 45/4 (2004), 324–43. Freire, Paulo, Pedagogy of the

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. P. 231, 238 Fluxus 11, 134, 137, 141, 241, 244 Flux Films 21–2, 136, 244 pedagogy 135, 239–40 folklore 177, 178, 183, 184, 188, 193 Following Piece 95, 97–8 Footfalls 219, 220 Forum Theatre 70–1 Foucault, Michel on imprisonment 23, 35 on panopticism 26, 90–1, 114, 115, 116, 128, 130 Fountain, The 135 Fowler, Catherine 19, 172 Freire, Paulo 71 Friedberg, Anne 33, 174, 175, 213   Game of Thrones 11 Gazso, Amber 91, 93, 94, 116 gender 7, 58, 76, 107, 138, 165, 177 femininity 74, 77, 79–80, 156, 160, 165, 205 masculinity 58, 76–7, 79, 109, 138, 156 transgender 74, 77

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-negotiate contexts of competitiveness between participants trapped in settings based on hierarchical relationships. These types of frictions were particularly ← 117 | 118 → evident within the children’s homes and on the inner city estate settings. Freire describes these trends as: chafing under the restrictions of this order [which manifests in] a type of horizontal violence, striking out at their comrades for the pettiest reasons. 71 ‘Creative, collective encounters’ (which are more fully explored in Chapter 6) have the potential to enable young people to realise their actual

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. 182) La Hora de los Hornos is an embodiment of the above polemic. The film is comprised of newsreel footage, still photos, and thought-provoking interviews to examine Argentinean culture and history. Solanas and Getino experimented with documentary techniques to facilitate a trajectory for an anticolonial cinema that would fight for social change. This pedagogical approach to cinema is analogous to Freire’s pedagogy. Freire (1973) proposed a pedagogy of adult education for the illiterate peasantry class who, in most cases, were born and submerged into a “culture