عنوان
پدید آورنده
موضوع
رده
کتابخانه
محل استقرار
NATIONAL BIBLIOGRAPHY NUMBER
Number
TL58237
LANGUAGE OF THE ITEM
.Language of Text, Soundtrack etc
انگلیسی
TITLE AND STATEMENT OF RESPONSIBILITY
Title Proper
A Historical Analysis on Bangladesh Rural Advancement Committee (BRAC) and Abed's Reception of Paulo Freire's Critical Literacy in Designing BRAC's Functional Education Curriculum in Bangladesh from 1972 to 1981
General Material Designation
[Thesis]
First Statement of Responsibility
Fateh, Mohammad Abdul
Subsequent Statement of Responsibility
Bruno-Jofre, Rosa
.PUBLICATION, DISTRIBUTION, ETC
Name of Publisher, Distributor, etc.
Queen's University (Canada)
Date of Publication, Distribution, etc.
2020
GENERAL NOTES
Text of Note
126 p.
DISSERTATION (THESIS) NOTE
Dissertation or thesis details and type of degree
M.Ed.
Body granting the degree
Queen's University (Canada)
Text preceding or following the note
2020
SUMMARY OR ABSTRACT
Text of Note
In this study, I examine the characteristics of the reception of Brazilian pedagogue Paulo Freire's critical literacy by Building Resources Across Communities in Bangladesh (BRAC) from 1972 to 1981.The central questions of this study are: (1) how Dr. Fazle Hasan Abed, founding member of BRAC, read Freire within the context of his political intentionality and what he perceived were BRAC's needs; and, (2) how Freire's adult literacy theory was integrated in BRAC's functional education curriculum design and practice. I argue that Abed was inspired by Paulo Freire's pedagogical tenets in the planning and enactment of BRAC's development initiatives to help the rural poor; however, Abed depoliticized and de-radicalized Freirean concepts when designing its functional education curriculum. Furthermore, his efforts at organizing the rural poor to generate income opportunities may have helped make the rural poor naïvely conscious. I also argue that although BRAC adapted Freire in its adult literacy curriculum, the program did not aim at the conscientization of its learners to challenge the oppressive social structure. Abed considered education as a tool of development within the frame of capitalism, not as an instrument for radical social transformation as Freire did. The political and social implications of specific processes of reception are illustrated through this comprehensive study on why and how Freire's pedagogical principles were adopted and adapted by BRAC to develop their functional literacy curriculum. Development educators as well as popular educators, social reformers and social business entrepreneurs may gain a new perspective on the reception of Freirean pedagogical ideas.
UNCONTROLLED SUBJECT TERMS
Subject Term
Adult education
Subject Term
Adult students
Subject Term
Consciousness
Subject Term
Curricula
Subject Term
Empowerment
Subject Term
Families & family life
Subject Term
Human rights
Subject Term
Illiteracy
Subject Term
Literacy programs
Subject Term
Oppression
Subject Term
Political activism
Subject Term
Poverty
Subject Term
Reading
Subject Term
Religion
Subject Term
Sex discrimination
Subject Term
Skills
Subject Term
Society
Subject Term
Success
Subject Term
Teachers
Subject Term
Teaching methods
PERSONAL NAME - PRIMARY RESPONSIBILITY
Fateh, Mohammad Abdul
PERSONAL NAME - SECONDARY RESPONSIBILITY
Bruno-Jofre, Rosa
CORPORATE BODY NAME - SECONDARY RESPONSIBILITY
Queen's University (Canada)
ELECTRONIC LOCATION AND ACCESS
Electronic name
مطالعه متن کتاب p
[Thesis]
276903
a
Y
