Araştırma Makalesi
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Freirean Dialogue: An Effective Pedagogy for Critical Peace Education

Yıl 2020, Cilt: 16 Sayı: 2, 139 - 149, 31.12.2020
https://doi.org/10.17244/eku.801805

Öz

Dialogue promises fundamental opportunities for peace education pedagogy even in the hidden culture of war and violence in varying educational settings. However, despite remarkable theoretical literature focusing on critical dialogue, there is a need for reconceptualizing dialogue in the light of Paulo Freire’s ideas. This paper discusses dialogue as an effective pedagogy for critical peace education. Towards this goal, it first presents an overview of the concept of dialogue. The second part of the paper provides a discussion of dialogue in critical peace education. In the concluding section, it is suggested that Freirean dialogue is a powerful pedagogy to fulfill the aims of critical peace education. It is also highlighted that research and practice regarding employing dialogue as a transformative pedagogy should be investigated and cultivated by peace educators in ways relevant to various contexts.

Teşekkür

Acknowledgements The author would like to thank Dr. David J. Flinders for his helpful and constructive comments that greatly contributed to the manuscript. The author, however, bears full responsibility for the manuscript.

Kaynakça

  • Abu-Nimmer, M. (2004). Education for co-existence and Arab-Jewish encounters in Israel: Potential and challenges. Journal of Social Issues, 60(2), 405-22.
  • Anderson, R., Baxter, L. A., & Cissna, K. N. (1994). Dialogue: Theorizing difference in communication studies. Thousand Oaks, CA: Sage.
  • Apple, M. (1999). Power, meaning, and identity: Essays in critical educational studies. New York, NY: Peter Lang.
  • Bajaj, M. (2008). Critical peace education. In M. Bajaj, (Ed.), Encyclopedia of Peace Education (pp. 135-146). Charlotte, NC: Information Age Publishing.
  • Bajaj. M. (2008). Encyclopedia of peace education. Charlotte, NC: Information Age Publishing.
  • Bakhtin, M. (1981) The dialogic imagination (Trans: C. Emerson & M. Holquist). Austin, TX: University of Texas Press.
  • Bar-Tal, D. (2004). Nature, rationale, and effectiveness of education for co-existence. Journal of Social Issues, 60(2), 253-71.
  • Bartlett, L. (2008). Paulo Freire and peace education. In M. Bajaj (Ed.). Encyclopedia of Peace Education (pp. 39-46). Charlotte, NC: Information Age Publishing.
  • Baxter, L. (2004). A tale of two voices: Relational dialectics theory, Journal of Family Communication, 4(3), 181-192.
  • Bekerman, Z., & McGlynn, C. (2007). Addressing ethnic conflict through peace education: International perspectives. New York, NY: Palgrave Macmillan.
  • Bickmore, K. (2011). Education for 'peace' in urban Canadian schools: Gender, culture, conflict. In P. P. Trifonas & B. Wright (Eds.), Critical issues in peace and education (pp. 88-103). New York, NY: Routledge.
  • Bohm, D. (1996). On dialogue. In L. Nichol (Ed.), On dialogue (pp. 6-47). New York, NY: Routledge.
  • Buber, M. (1958). I and Thou (Trans. R. G. Smith). New York, NY: Scribner Classics.
  • Buber, M. (1965). Between man and man. New York, NY: Collier Books.
  • Bush, K., & Saltarelli, D. (2000). The two faces of education in ethnic conflict: Towards a peacebuilding education for children. Florence: Innocenti Research Centre, United Nations Children’s Fund.
  • Carter, C. (2010). Conflict resolution and peace education transformations across disciplines. New York, NY: Palgrave Macmillan.
  • Cissna, K. N., & Anderson, R. (1998). Theorizing about dialogic moments: The buber-rogers position and postmodern themes. Communication Theory, 8(1), 63-104.
  • Dahl, T. (2009). The importance of place for learning about peace: Residential summer camps as transformative thinking space. Journal of Peace Education, 6(2), 225-45.
  • Dale, J., & Hyslop-Margison, E. J. (2010). Paulo Freire: Teaching for freedom and transformation (The Philosophical Influences on the Work of Paulo Freire). Dordrecht: Springer.
  • Davies, L (2004). Education and conflict: Complexity and chaos. London: Routledge.
  • Dewey, J. (1938). Logic, the theory of inquiry. New York, NY: Holt Publishing.
  • Diaz-Soto, L. (2005). How can we teach peace when we are so outraged? A call for critical peace education. Taboo: The Journal of Culture and Education, 9(2), 91-96.
  • Feuerverger, G. (2001). Oasis of dreams: Teaching and learning peace in a Jewish-Palestinian village in Israel. New York, NY: Routledge.
  • Feuerverger, G. (2011). Re-bordering spaces of trauma: Auto-ethnographic reflections on the immigrant and refugee experience in an inner-city high school in Toronto. International Review of Education / Internationale Zeitschrift Für Erziehungswissenschaft / Revue Internationale De L'Education, 57(3/4), 357-375.
  • Freire, P. (1970). Pedagogy of the oppressed. New York, NY: Continuum.
  • Freire, P. (1972). Pedagogy of the oppressed. Harmondsworth: Penguin.
  • Freire, P. (1998). Pedagogy of freedom: Ethics, democracy and civic courage. New York, NY: Lanham, Rowman & Littlefield Publishers.
  • Freire, P., & Macedo, D. (1995). A dialogue: Culture, language, and race. Harvard Educational Review, 65(3), 377-403.
  • Haavelsrud, M. (1996). Education in developments. Tromsø: Arena.
  • Hammond, S.C. (2003). Finding a common future with dialogue: Content, process, and transcendence. Business Journal, 1(2), 21-26.
  • Hantzopoulos, M. (2008). Sizing up small: An ethnographic case study of a critical high school (Unpublished doctoral dissertation). Columbia University, USA.
  • Hantzopoulos, M. (2011). Institutionalizing critical peace education in public schools: A case for comprehensive implementation. Journal of Peace Education, 8(1), 112-126.
  • Hutchinson, F. P., & Herborn, P. J. (2012). Landscapes for peace: A case study of active learning about urban environments and the future. Futures, 44, 24-35.
  • Gürsel-Bilgin, G. (2016). Dialogue for peace education: The case of an alternative school (Unpublished doctoral dissertation). Indiana University-Bloomington, USA.
  • Gürsel-Bilgin, G. (2020). Dialogue in peace education theory and practice. Educational Practice and Theory, 42(1), 27-46.
  • Gur-Ze’ev, I., (2001). Philosophy of peace education in a postmodern era, Educational Theory, 51(3), 315-336.
  • Ikeda, D. (2005). Peace proposal--Toward a new era of dialogue: Humanism explored (9). Tokyo: SGI.
  • Johannesen, R. L. (2000). Nel Noddings’s use of Martin Buber’s philosophy of dialogue. Southern Communication Journal, 65, 151-160.
  • Kaiser, S., & Short, K. (1998). Exploring culture through children’s connections. Language Arts, 75(3), 185-92.
  • Lederach, J. P. (1995). Preparing for peace: Conflict transformation across cultures: Syracuse studies on peace and conflict resolution. Syracuse, NY: Syracuse University Press.
  • Macedo, D. (2005). Introduction to the anniversary edition. In P. Freire (Ed.), Pedagogy of the oppressed: 30th Anniversary Edition (pp. 11-29). New York, NY: Continuum.
  • McLaren, P. (2000). Che Guevara, Paulo Freire, and the pedagogy of revolution. Lanham, MD: Rowman and Littlefield.
  • Miller, G. D. (1998). Negotiating toward truth: The extinction of teachers and students. Atlanta, GA: Rodopi Press.
  • Rossatto, C.A. (2005). Engaging Paulo Freire's pedagogy of possibility: From blind to transformative optimism. Lanham, MD: Rowman & Littlefield.
  • Rule, P. (2004). Dialogic spaces; Adult education projects and social engagement. International Journal of Lifelong Education, 23(4), 319-334.
  • Rule, P. (2011). Bakhtin and Freire: Dialogue, dialectic and boundary learning. Educational Philosophy and Theory, 43(9), 924-942.
  • Salomon, G. (2002). The nature of peace education: Not all programs are created equal. In G. Salomon & B. Nevo (Eds.), Peace education: The concept, principles and practices around the world (pp. 3-15). Mahwah, NJ: LEA.
  • Salomon, G., & Nevo, B. (2002). Peace education: The concept, principles, and practices around the world. Mahwah, NJ: LEA.
  • Schimmel, N. (2009). Towards a sustainable and holistic model of peace education: A critique of conventional models of peace education through dialogue in Israel. Journal of Peace Education, 6(1), 51-68.
  • Shor, I., & Freire, P. (1987). A pedagogy for liberation: Dialogues on transforming education. Westport, CT: Bergin and Garvey.
  • The Dalai Lama. (1997). The Statement of His Holiness the Dalai Lama on the 38th Anniversary of Tibetan National Uprising Day (March 10, 1997, Dharamsala). Access: http://www.friendsoftibet.org/databank/hhdlgeneral/hhdlg6.html
  • The Economist. (2007). Still campaigning for co-existence (September 1).
  • Vygotsky, L. S. (1962). Thought and language. Cambridge, MA: M.I.T. Press,
  • Weinstein, H, Freedman, S., & Hughson, H. (2007). School voices: Challenges facing education systems after identity-based conflicts education. Citizenship and Social Justice, 2(1), 41-71.
  • Williams, J. (2004). Hitting the maternal wall-before they reach a “glass ceiling” in their careers, Women faculty may hit a “maternal wall.” Academe, 90(6), 16-20.
  • Yablon, Y. B. (2007). Cognitive rather than emotional modification in peace education programs: Advantages and limitations. Journal of Moral Education, 36(1), 51-65.
  • Yablon, Y. B. (2010). Religion as a basis for dialogue in peace education programs. Cambridge Journal of Education, 40(4), 341-351.

Freire Diyaloğu: Eleştirel Barış Eğitimi için Etkili Bir Pedagoji

Yıl 2020, Cilt: 16 Sayı: 2, 139 - 149, 31.12.2020
https://doi.org/10.17244/eku.801805

Öz

Diyalog, çeşitli eğitim ortamlarında gizli savaş ve şiddet kültüründe bile barış eğitimi pedagojisi için temel fırsatlar vaat ediyor. Bununla birlikte, eleştirel diyaloğa odaklanan dikkate değer kuramsal alanyazına rağmen, Paulo Freire’in fikirlerinin ışığında diyaloğu yeniden kavramsallaştırma ihtiyacı vardır. Bu makale, diyaloğu eleştirel barış eğitimi için etkili bir pedagoji olarak incelemektedir. Bu doğrultuda, bu çalışma önce diyalog kavramına genel bir bakış sunmaktadır. İkinci bölüm diyaloğun eleştirel barış eğitimindeki yerini tartışmaktadır. Sonuç bölümünde, Freire diyaloğunun, eleştirel barış eğitiminin hedeflerini gerçekleştirmek için güçlü bir pedagoji olduğu önerilmektedir. Diyaloğu dönüştürücü bir pedagoji olarak kullanmaya ilişkin araştırma ve uygulamanın barış eğitimcileri tarafından çeşitli bağlamlarla ilgili şekillerde araştırılması ve geliştirilmesi gerektiği de vurgulanmaktadır.

Kaynakça

  • Abu-Nimmer, M. (2004). Education for co-existence and Arab-Jewish encounters in Israel: Potential and challenges. Journal of Social Issues, 60(2), 405-22.
  • Anderson, R., Baxter, L. A., & Cissna, K. N. (1994). Dialogue: Theorizing difference in communication studies. Thousand Oaks, CA: Sage.
  • Apple, M. (1999). Power, meaning, and identity: Essays in critical educational studies. New York, NY: Peter Lang.
  • Bajaj, M. (2008). Critical peace education. In M. Bajaj, (Ed.), Encyclopedia of Peace Education (pp. 135-146). Charlotte, NC: Information Age Publishing.
  • Bajaj. M. (2008). Encyclopedia of peace education. Charlotte, NC: Information Age Publishing.
  • Bakhtin, M. (1981) The dialogic imagination (Trans: C. Emerson & M. Holquist). Austin, TX: University of Texas Press.
  • Bar-Tal, D. (2004). Nature, rationale, and effectiveness of education for co-existence. Journal of Social Issues, 60(2), 253-71.
  • Bartlett, L. (2008). Paulo Freire and peace education. In M. Bajaj (Ed.). Encyclopedia of Peace Education (pp. 39-46). Charlotte, NC: Information Age Publishing.
  • Baxter, L. (2004). A tale of two voices: Relational dialectics theory, Journal of Family Communication, 4(3), 181-192.
  • Bekerman, Z., & McGlynn, C. (2007). Addressing ethnic conflict through peace education: International perspectives. New York, NY: Palgrave Macmillan.
  • Bickmore, K. (2011). Education for 'peace' in urban Canadian schools: Gender, culture, conflict. In P. P. Trifonas & B. Wright (Eds.), Critical issues in peace and education (pp. 88-103). New York, NY: Routledge.
  • Bohm, D. (1996). On dialogue. In L. Nichol (Ed.), On dialogue (pp. 6-47). New York, NY: Routledge.
  • Buber, M. (1958). I and Thou (Trans. R. G. Smith). New York, NY: Scribner Classics.
  • Buber, M. (1965). Between man and man. New York, NY: Collier Books.
  • Bush, K., & Saltarelli, D. (2000). The two faces of education in ethnic conflict: Towards a peacebuilding education for children. Florence: Innocenti Research Centre, United Nations Children’s Fund.
  • Carter, C. (2010). Conflict resolution and peace education transformations across disciplines. New York, NY: Palgrave Macmillan.
  • Cissna, K. N., & Anderson, R. (1998). Theorizing about dialogic moments: The buber-rogers position and postmodern themes. Communication Theory, 8(1), 63-104.
  • Dahl, T. (2009). The importance of place for learning about peace: Residential summer camps as transformative thinking space. Journal of Peace Education, 6(2), 225-45.
  • Dale, J., & Hyslop-Margison, E. J. (2010). Paulo Freire: Teaching for freedom and transformation (The Philosophical Influences on the Work of Paulo Freire). Dordrecht: Springer.
  • Davies, L (2004). Education and conflict: Complexity and chaos. London: Routledge.
  • Dewey, J. (1938). Logic, the theory of inquiry. New York, NY: Holt Publishing.
  • Diaz-Soto, L. (2005). How can we teach peace when we are so outraged? A call for critical peace education. Taboo: The Journal of Culture and Education, 9(2), 91-96.
  • Feuerverger, G. (2001). Oasis of dreams: Teaching and learning peace in a Jewish-Palestinian village in Israel. New York, NY: Routledge.
  • Feuerverger, G. (2011). Re-bordering spaces of trauma: Auto-ethnographic reflections on the immigrant and refugee experience in an inner-city high school in Toronto. International Review of Education / Internationale Zeitschrift Für Erziehungswissenschaft / Revue Internationale De L'Education, 57(3/4), 357-375.
  • Freire, P. (1970). Pedagogy of the oppressed. New York, NY: Continuum.
  • Freire, P. (1972). Pedagogy of the oppressed. Harmondsworth: Penguin.
  • Freire, P. (1998). Pedagogy of freedom: Ethics, democracy and civic courage. New York, NY: Lanham, Rowman & Littlefield Publishers.
  • Freire, P., & Macedo, D. (1995). A dialogue: Culture, language, and race. Harvard Educational Review, 65(3), 377-403.
  • Haavelsrud, M. (1996). Education in developments. Tromsø: Arena.
  • Hammond, S.C. (2003). Finding a common future with dialogue: Content, process, and transcendence. Business Journal, 1(2), 21-26.
  • Hantzopoulos, M. (2008). Sizing up small: An ethnographic case study of a critical high school (Unpublished doctoral dissertation). Columbia University, USA.
  • Hantzopoulos, M. (2011). Institutionalizing critical peace education in public schools: A case for comprehensive implementation. Journal of Peace Education, 8(1), 112-126.
  • Hutchinson, F. P., & Herborn, P. J. (2012). Landscapes for peace: A case study of active learning about urban environments and the future. Futures, 44, 24-35.
  • Gürsel-Bilgin, G. (2016). Dialogue for peace education: The case of an alternative school (Unpublished doctoral dissertation). Indiana University-Bloomington, USA.
  • Gürsel-Bilgin, G. (2020). Dialogue in peace education theory and practice. Educational Practice and Theory, 42(1), 27-46.
  • Gur-Ze’ev, I., (2001). Philosophy of peace education in a postmodern era, Educational Theory, 51(3), 315-336.
  • Ikeda, D. (2005). Peace proposal--Toward a new era of dialogue: Humanism explored (9). Tokyo: SGI.
  • Johannesen, R. L. (2000). Nel Noddings’s use of Martin Buber’s philosophy of dialogue. Southern Communication Journal, 65, 151-160.
  • Kaiser, S., & Short, K. (1998). Exploring culture through children’s connections. Language Arts, 75(3), 185-92.
  • Lederach, J. P. (1995). Preparing for peace: Conflict transformation across cultures: Syracuse studies on peace and conflict resolution. Syracuse, NY: Syracuse University Press.
  • Macedo, D. (2005). Introduction to the anniversary edition. In P. Freire (Ed.), Pedagogy of the oppressed: 30th Anniversary Edition (pp. 11-29). New York, NY: Continuum.
  • McLaren, P. (2000). Che Guevara, Paulo Freire, and the pedagogy of revolution. Lanham, MD: Rowman and Littlefield.
  • Miller, G. D. (1998). Negotiating toward truth: The extinction of teachers and students. Atlanta, GA: Rodopi Press.
  • Rossatto, C.A. (2005). Engaging Paulo Freire's pedagogy of possibility: From blind to transformative optimism. Lanham, MD: Rowman & Littlefield.
  • Rule, P. (2004). Dialogic spaces; Adult education projects and social engagement. International Journal of Lifelong Education, 23(4), 319-334.
  • Rule, P. (2011). Bakhtin and Freire: Dialogue, dialectic and boundary learning. Educational Philosophy and Theory, 43(9), 924-942.
  • Salomon, G. (2002). The nature of peace education: Not all programs are created equal. In G. Salomon & B. Nevo (Eds.), Peace education: The concept, principles and practices around the world (pp. 3-15). Mahwah, NJ: LEA.
  • Salomon, G., & Nevo, B. (2002). Peace education: The concept, principles, and practices around the world. Mahwah, NJ: LEA.
  • Schimmel, N. (2009). Towards a sustainable and holistic model of peace education: A critique of conventional models of peace education through dialogue in Israel. Journal of Peace Education, 6(1), 51-68.
  • Shor, I., & Freire, P. (1987). A pedagogy for liberation: Dialogues on transforming education. Westport, CT: Bergin and Garvey.
  • The Dalai Lama. (1997). The Statement of His Holiness the Dalai Lama on the 38th Anniversary of Tibetan National Uprising Day (March 10, 1997, Dharamsala). Access: http://www.friendsoftibet.org/databank/hhdlgeneral/hhdlg6.html
  • The Economist. (2007). Still campaigning for co-existence (September 1).
  • Vygotsky, L. S. (1962). Thought and language. Cambridge, MA: M.I.T. Press,
  • Weinstein, H, Freedman, S., & Hughson, H. (2007). School voices: Challenges facing education systems after identity-based conflicts education. Citizenship and Social Justice, 2(1), 41-71.
  • Williams, J. (2004). Hitting the maternal wall-before they reach a “glass ceiling” in their careers, Women faculty may hit a “maternal wall.” Academe, 90(6), 16-20.
  • Yablon, Y. B. (2007). Cognitive rather than emotional modification in peace education programs: Advantages and limitations. Journal of Moral Education, 36(1), 51-65.
  • Yablon, Y. B. (2010). Religion as a basis for dialogue in peace education programs. Cambridge Journal of Education, 40(4), 341-351.
Toplam 57 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Gulistan Gursel Bilgin 0000-0002-9987-7982

Yayımlanma Tarihi 31 Aralık 2020
Gönderilme Tarihi 29 Eylül 2020
Yayımlandığı Sayı Yıl 2020 Cilt: 16 Sayı: 2

Kaynak Göster

APA Gursel Bilgin, G. (2020). Freirean Dialogue: An Effective Pedagogy for Critical Peace Education. Eğitimde Kuram Ve Uygulama, 16(2), 139-149. https://doi.org/10.17244/eku.801805