Abstract
The chapter begins with a personal reflection on the founding of MAIPR – the initial ideas the author had for it and the relation to her own experiences in 1960s California when she first read the work of Paolo Freire. Reinelt then moves on to possible models for an appropriate pedagogy for the course, and compares and contrasts the insights of Raymond Williams about his experiences with adult education, Paolo Freire’s work in Brazil with workers and the poor, and Jacques Rancière’s discovery of Joseph Jacotot, a nineteenth-century teacher, and his subsequent ideas about equality and education in The Ignorant Schoolmaster. The topics discussed include the construction of ‘knowledge’, the teacher–pupil relationship, the proper goals of education and the question of the relationship between education and political struggle. In addition to Rancière’s text, Freire’s Pedagogy of the Oppressed and Williams’s collected writings on education, Border Country: Raymond Williams in Adult Education, are compared and contrasted.
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Notes
- 1.
Two SAGE Handbooks are the best overviews available, one of them strong on the historical background and context while the other features two essays on terminology and the stakes they imply that are very useful. See Section I, and especially Hans de Wit and Gilbert Merkx, ‘The History of the Internationalization of Higher Education’, in Deardorff et al. (2012, pp. 43–60); see also competing essays by Harriett Marshall, ‘The Global Education Terminology Debate: Exploring Some of the Issues’, and Mark Bray, ‘International and Comparative Education: Boundaries, Ambiguities and Synergies’, in Hayden et al. (2007, pp. 38–56).
- 2.
See Rauni Rӓsӓnen, ‘International Education as an Ethical Issue’, in Hayden et al. pp. 57–69.
- 3.
For some examples that are relevant, but only by extrapolation, see the case studies in Shields (2013).
- 4.
‘The term conscientização refers to learning to perceive social, political, and economic contradictions, and to take action against the oppressive elements of reality’ (Freire 1970, loc. 511, n. 1.)
- 5.
- 6.
See the website of WEA (2015).
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Reinelt, J. (2017). International Education and Critical Pedagogy: The MAIPR Idea. In: Bala, S., Gluhovic, M., Korsberg, H., Röttger, K. (eds) International Performance Research Pedagogies. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-53943-0_2
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