عنوان
پدید آورنده
موضوع
رده
کتابخانه
محل استقرار
شماره کتابشناسی ملی
شماره
TL58237
زبان اثر
زبان متن نوشتاري يا گفتاري و مانند آن
انگلیسی
عنوان و نام پديدآور
عنوان اصلي
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
نام عام مواد
[Thesis]
نام نخستين پديدآور
Fateh, Mohammad Abdul
نام ساير پديدآوران
Bruno-Jofre, Rosa
وضعیت نشر و پخش و غیره
نام ناشر، پخش کننده و غيره
Queen's University (Canada)
تاریخ نشرو بخش و غیره
2020
يادداشت کلی
متن يادداشت
126 p.
یادداشتهای مربوط به پایان نامه ها
جزئيات پايان نامه و نوع درجه آن
M.Ed.
کسي که مدرک را اعطا کرده
Queen's University (Canada)
امتياز متن
2020
یادداشتهای مربوط به خلاصه یا چکیده
متن يادداشت
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.
اصطلاحهای موضوعی کنترل نشده
اصطلاح موضوعی
Adult education
اصطلاح موضوعی
Adult students
اصطلاح موضوعی
Consciousness
اصطلاح موضوعی
Curricula
اصطلاح موضوعی
Empowerment
اصطلاح موضوعی
Families & family life
اصطلاح موضوعی
Human rights
اصطلاح موضوعی
Illiteracy
اصطلاح موضوعی
Literacy programs
اصطلاح موضوعی
Oppression
اصطلاح موضوعی
Political activism
اصطلاح موضوعی
Poverty
اصطلاح موضوعی
Reading
اصطلاح موضوعی
Religion
اصطلاح موضوعی
Sex discrimination
اصطلاح موضوعی
Skills
اصطلاح موضوعی
Society
اصطلاح موضوعی
Success
اصطلاح موضوعی
Teachers
اصطلاح موضوعی
Teaching methods
نام شخص به منزله سر شناسه - (مسئولیت معنوی درجه اول )
مستند نام اشخاص تاييد نشده
Fateh, Mohammad Abdul
نام شخص - ( مسئولیت معنوی درجه دوم )
مستند نام اشخاص تاييد نشده
Bruno-Jofre, Rosa
شناسه افزوده (تنالگان)
مستند نام تنالگان تاييد نشده
Queen's University (Canada)
دسترسی و محل الکترونیکی
نام الکترونيکي
مطالعه متن کتاب وضعیت انتشار
فرمت انتشار
p
اطلاعات رکورد کتابشناسی
نوع ماده
[Thesis]
کد کاربرگه
276903
اطلاعات دسترسی رکورد
سطح دسترسي
a
تكميل شده
Y
