Empowering Education

Empowering Education

by Roger Hopkins
Empowering Education

Empowering Education

by Roger Hopkins

Paperback

$29.95 
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Overview

This is a book about giving people power. It is written in a style that makes community development, adult education and collective action accessible to community workers, adult education tutors and students as well as committed citizens. The author, with extensive experience of adult education and community action, examines how teaching via logical discourse, storytelling, critical thinking - and the linking of the ideas of social theorists such as Freire, Alinsky and Gramsci with community concerns about the changes driven by neoliberal policies - can generate political awareness and collective change. By providing examples of group development processes, listening skills, constructive conversation, question posing, and group focused analyzes of community work problems, the author delivers an understanding of how educators and students can learn effectively together to stimulate insight, combat power structures, assess and realize community needs, manage conflict, generate leadership and work in partnership to implement successful regeneration strategies.
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Product Details

ISBN-13: 9781846945175
Publisher: Collective Ink
Publication date: 10/07/2013
Pages: 390
Product dimensions: 5.40(w) x 8.40(h) x 0.90(d)

About the Author

Roger Hopkins lives in Pontypridd in South Wales and has spent his working life in the voluntary and the higher education sectors helping communities combat social and economic deprivation.

Table of Contents

Preface 1

Introduction 3

Part 1 Collective Beliefs & Individualistic Attitudes 7

Chapter 1

Four Beliefs 8

The Neo-Liberal Context 12

Part 2 Planning for Learning 19

Chapter 2

A course for change masters 20

Going against the grain 23

Encouraging reflective learning 26

Intuitive versus analytical thinking 28

Analytical and reflective thinking - solving a problem 33

Enjoyment and fear 37

"A collision of reflections" 39

Discussion and learning 44

Group processes and learning 53

A brief opinion of competency learning 59

Chapter 3

An alternative vision - chaos and questions 62

Controlled chaos, ground rules and creative conversation 65

Accepting subjectivity 69

Enjoyment and open learning 71

Assessing and researching 74

Chapter 4

Developing critical thinking 78

Provocative problems 80

Using formal language 87

Telling stories 89

Public stories and mega-stories 94

An overview 97

Reviving community conversations 97

Part 3 Theory and Reality - Making Connections 105

Chapter 5

Using theory 106

Jurgen Habermas 108

Herbert Marcuse 119

Paulo Freire 129

Myles Horton and Highlander 136

Horton and Freire - the similarities 140

Antonio Gramsci 143

Some questions 151

Chapter 6

More useful ideas 154

Abert Camus 154

Rogers and Alinsky 156

Leaders and residents 157

Contested values 171

Local Educational and Economic Initiatives 181

Part 4 Acquiring Action Learning Skills 189

Chapter 7

A communal learning overview 190

Reflection tools 191

The GURU process 193

Espoused theory and theory in use 195

Phenomenological reflection 197

More action tools 200

Learning from experience 202

Listening skills 215

Chapter 8

Group development processes 220

Task and people elements 220

Being assertive 221

Some sports psychology strategies 222

A simulation exercise 228

Role playing 229

Some problem solving models 232

Managing conflict creatively 235

Dialogue, music, poetry and insight 239

Contrary conversations 248

Part 5 Talking About Power 257

Chapter 9

Different types of power 258

Some practical strategies 261

Luke's 3 dimensions 266

Foucault's ideas 267

A personal example 271

Some contrary views on power 274

Chapter 10

More conversations about power 280

Integrating near and distant concepts 281

Dr Massey's Value Programming 284

Uses of a sociological imagination 291

A messy outcome 294

A three-dimensional model 296

The midwife method 297

Chapter 11

Collective knowledge and action 299

Raising political awareness 304

Taking action - the majority view 308

Taking action - the minority view 310

A locally focussed regeneration strategy 317

Taking local action - an update 323

Remember the planet, too 324

Part 6 Evaluating the Programme 329

Chapter 12

Methodology 330

Student perspectives 331

New thinking or old thinking? 333

Viewing oneself 335

Tutor teaching methods 337

Tutor-student relationships 339

Part 7 Tutor's Overview 343

Chapter 13

The programme - the pedagogy 344

The programme - a wider view 346

Postscript 350

Acknowledgements 354

References 356

Index 372

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