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Popular education
Popular education is a concept grounded in notions of class, political struggle, critical theory and social transformation. The term is a translation from the Spanish educación popular or the Portuguese educação popular. The term 'popular' in this case means 'of the people'. More specifically 'popular' refers to the 'popular classes', which include peasants, the unemployed, the working class and sometimes the lower middle class. The designation of 'popular' is meant most of all to exclude the upper class and upper middle class.
Popular education is used to classify a wide array of educational endeavors and has been a strong tradition in Latin America since the end of the first half of the 20th century. These endeavors are either composed of or carried out in the interests of the popular classes. The diversity of projects and endeavors claiming or receiving the label of popular education makes the term difficult to precisely define. Generally, one can say that popular education is class-based in nature and rejects the notion of education as transmission or 'banking education'. It stresses a dialectic or dialogical model between educator and educand. This model is explored in great detail in the works of one of the foremost popular educators Paulo Freire of the early 1900s.
Though sharing many similarities with other forms of alternative education, popular education is a distinct form in its own right. In the words of Liam Kane: "What distinguishes popular education from 'adult', 'non-formal', 'distance', or 'permanent education', for example, is that in the context of social injustice, education can never be politically neutral: if it does not side with the poorest and marginalised sectors- the 'oppressed' – in an attempt to transform society, then it necessarily sides with the 'oppressors' in maintaining the existing structures of oppression, even if by default."
Popular education began at the crossroads between politics and pedagogy, and strongly relies on the democratic ideal of the Enlightenment, which considered public education as a main tool of individual and collective emancipation, and thus the necessary conditions of autonomy, in accordance with Immanuel Kant's Was Ist Aufklärung? (What is Enlightenment?), published five years before the 1789 French Revolution, during which the Condorcet report established public instruction in France.[citation needed]
Jean-Jacques Rousseau's L'Emile: Or, On Education (1762) was another obvious theoretical influence, as well as the works of N. F. S. Grundtvig (1783–1872), at the origins of the Nordic movement of folk high schools. During the 19th century, popular education movements were involved, in particular in France, in the Republican and Socialist movements. A main component of the workers' movement, popular education was also strongly influenced by positivist, materialist and laïcité, if not anti-clerical, ideas.[citation needed]
Popular education may be defined as an educational technique designed to raise the consciousness of its participants and allow them to become more aware of how an individual's personal experiences are connected to larger societal problems. Participants are empowered to act to effect change on the problems that affect them.[citation needed]
One of the roots of popular education was the Condorcet report during the 1789 French Revolution. These ideas became an important component of the Republican and Socialist movement. Following the split of the First International at the 1872 Hague Congress between the "anti-authoritarian socialists" (anarchists) and the Marxists, popular education remained an important part of the workers' movement, in particular in the anarcho-syndicalist movement, strong in France, Spain and Italy. It was one of the important theme treated during the 1907 International Anarchist Congress of Amsterdam.[citation needed]
During the Second Empire, Jean Macé founded the Ligue de l'enseignement (Teaching League) in 1866; during the Lille Congress in 1885, Macé reaffirmed the masonic inspiration of this league devoted to popular instruction. Following the 1872 Hague Congress and the split between Marxists and anarchists, Fernand Pelloutier set up in France various Bourses du travail centres, where workers gathered and discussed politics and science.[citation needed]
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Popular education
Popular education is a concept grounded in notions of class, political struggle, critical theory and social transformation. The term is a translation from the Spanish educación popular or the Portuguese educação popular. The term 'popular' in this case means 'of the people'. More specifically 'popular' refers to the 'popular classes', which include peasants, the unemployed, the working class and sometimes the lower middle class. The designation of 'popular' is meant most of all to exclude the upper class and upper middle class.
Popular education is used to classify a wide array of educational endeavors and has been a strong tradition in Latin America since the end of the first half of the 20th century. These endeavors are either composed of or carried out in the interests of the popular classes. The diversity of projects and endeavors claiming or receiving the label of popular education makes the term difficult to precisely define. Generally, one can say that popular education is class-based in nature and rejects the notion of education as transmission or 'banking education'. It stresses a dialectic or dialogical model between educator and educand. This model is explored in great detail in the works of one of the foremost popular educators Paulo Freire of the early 1900s.
Though sharing many similarities with other forms of alternative education, popular education is a distinct form in its own right. In the words of Liam Kane: "What distinguishes popular education from 'adult', 'non-formal', 'distance', or 'permanent education', for example, is that in the context of social injustice, education can never be politically neutral: if it does not side with the poorest and marginalised sectors- the 'oppressed' – in an attempt to transform society, then it necessarily sides with the 'oppressors' in maintaining the existing structures of oppression, even if by default."
Popular education began at the crossroads between politics and pedagogy, and strongly relies on the democratic ideal of the Enlightenment, which considered public education as a main tool of individual and collective emancipation, and thus the necessary conditions of autonomy, in accordance with Immanuel Kant's Was Ist Aufklärung? (What is Enlightenment?), published five years before the 1789 French Revolution, during which the Condorcet report established public instruction in France.[citation needed]
Jean-Jacques Rousseau's L'Emile: Or, On Education (1762) was another obvious theoretical influence, as well as the works of N. F. S. Grundtvig (1783–1872), at the origins of the Nordic movement of folk high schools. During the 19th century, popular education movements were involved, in particular in France, in the Republican and Socialist movements. A main component of the workers' movement, popular education was also strongly influenced by positivist, materialist and laïcité, if not anti-clerical, ideas.[citation needed]
Popular education may be defined as an educational technique designed to raise the consciousness of its participants and allow them to become more aware of how an individual's personal experiences are connected to larger societal problems. Participants are empowered to act to effect change on the problems that affect them.[citation needed]
One of the roots of popular education was the Condorcet report during the 1789 French Revolution. These ideas became an important component of the Republican and Socialist movement. Following the split of the First International at the 1872 Hague Congress between the "anti-authoritarian socialists" (anarchists) and the Marxists, popular education remained an important part of the workers' movement, in particular in the anarcho-syndicalist movement, strong in France, Spain and Italy. It was one of the important theme treated during the 1907 International Anarchist Congress of Amsterdam.[citation needed]
During the Second Empire, Jean Macé founded the Ligue de l'enseignement (Teaching League) in 1866; during the Lille Congress in 1885, Macé reaffirmed the masonic inspiration of this league devoted to popular instruction. Following the 1872 Hague Congress and the split between Marxists and anarchists, Fernand Pelloutier set up in France various Bourses du travail centres, where workers gathered and discussed politics and science.[citation needed]