- Subject index
This extensive Handbook brings together different aspects of critical pedagogy with the aim of opening up a clear international conversation on the subject, as well as pushing the boundaries of current understanding by extending the notion of a pedagogy to multiple pedagogies and perspectives. Bringing together a group of contributing authors from around the globe, the chapters will provide a unique approach and insight to the discipline by crossing a range of disciplines and articulating both philosophical and social common themes. The chapters will be organised across three volumes and twelve core thematic sections: Section 1: Reading Paulo Freire; Section 2: Social Theories; Section 3: Key Figures in Critical Pedagogy; Section 4: Global Perspectives; Section 5: Indigenous Ways of Knowing; Section 6: Education and Praxis; Section 7: Teaching and Learning; Section 8: Communities and Activism; Section 9: Communication and Media; Section 10: Arts and Aesthetics; Section 11: Critical Youth Studies; and Section 12: Science, Ecology and Wellbeing. The SAGE Handbook of Critical Pedagogies is an essential benchmark publication for advanced students, researchers and practitioners across a wide range of disciplines including education, health, sociology, anthropology and development studies.
Chapter 79: Schools as Learning Communities
Schools as Learning Communities
This chapter is devoted to the educational approach that more than 3,300 schools are currently developing worldwide, which is Schools as Learning Communities. The Learning Communities project consists of a whole-school intervention to improve both children learning and social cohesion, through the dialogic participation of all the community and the implementation of successful educational actions (Gatt et al., 2011). Schools as Learning Communities have empowered traditionally excluded communities as in the case of immigrant, native Roma and Indigenous communities, not only enabling students to meet the official standards and widening their opportunities, but also empowering them to lead radical changes in their schools, communities and ...