Rethinking Emancipation and Education: Reconstructing Critical Pedagogy
| Project/Area Number |
15K17338
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| Research Category |
Grant-in-Aid for Young Scientists (B)
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| Allocation Type | Multi-year Fund |
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| Research Field |
Education
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| Research Institution | Chiba University |
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Principal Investigator |
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| Project Period (FY) |
2015-04-01 – 2018-03-31
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| Project Status |
Completed (Fiscal Year 2017)
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| Budget Amount *help |
¥2,730,000 (Direct Cost: ¥2,100,000、Indirect Cost: ¥630,000)
Fiscal Year 2017: ¥910,000 (Direct Cost: ¥700,000、Indirect Cost: ¥210,000)
Fiscal Year 2016: ¥910,000 (Direct Cost: ¥700,000、Indirect Cost: ¥210,000)
Fiscal Year 2015: ¥910,000 (Direct Cost: ¥700,000、Indirect Cost: ¥210,000)
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| Keywords | クリティカル・ペダゴジー / 解放 / 美的なもの / ジャック・ランシエール / 知性の平等 / ポスト基礎づけ主義 / デモクラシー / 希望 / 民主主義 / ラディカル・デモクラシー |
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| Outline of Final Research Achievements |
This study aims to rethink the relationship between emancipation and education. Critical pedagogy, whose aim is to emancipate people from oppressive situations, has been criticized for educators' imposing visions on learners. To respond to this criticism, this study explores post-foundationalism, the aesthetic dimension in education, and so on. The results are that the act of education in critical pedagogy can be understood as the act of making foundations without the final ground, and that critical pedagogy does not suppress learners' agency.
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Report
(4 results)
Research Products
(12 results)
