{"id":28494,"date":"2022-03-31T15:03:35","date_gmt":"2022-03-31T12:03:35","guid":{"rendered":"https:\/\/dialogtogether.com\/activist-pedagogy-teaches-education-for-social-political-change\/"},"modified":"2022-06-21T16:45:12","modified_gmt":"2022-06-21T13:45:12","slug":"activist-pedagogy-teaches-education-for-social-political-change","status":"publish","type":"post","link":"https:\/\/dialogtogether.com\/en\/activist-pedagogy-teaches-education-for-social-political-change\/","title":{"rendered":"Activist Pedagogy Teaches Education for Social-Political Change"},"content":{"rendered":"

For the past few years, I\u2019ve been researching Activist Pedagogy as an educational approach that promotes active social change in and out of the classroom. Here<\/a> is a post on how I was introduced to the idea of researching activist pedagogy and the link between my educational endeavors both as a teacher and in various roles in education, and the initiative that I\u2019d founded here, my 2016 Dialog Together web site.<\/span><\/p>\n

I wanted to share with you that the article about the five-level model for \u00a0assimilating activist pedagogy in the classroom, that can be found here<\/a> in three languages, has become extremely popular among college lecturers working in parallel fields in education. I\u2019ve seen quite a few page visits for the article as well as citations (in Arabic, English and Hebrew) of it in the syllabi of courses on topics related to promoting democracy and active citizenship. This subject in education is key for me. Please note that when I joined the meeting with Professor Andreas Schleicher, the OECD (Organisation for Economic Co-operation and Development ) Director for Education and Skills, I understood that the subject of promoting human rights values, social justice and socio-political change were not being discussed as clear objectives at the OECD. This post<\/a> is about that interesting encounter, under the auspices of the Taub Institute for social policy studies in Israel, and especially what was missing from it\u2026and how important it is today to promote activist education among young people.<\/span><\/p>\n

Even currently there are important local social-political issues coming up, such as hearing the voices of the people of the Negev. An emergency Jewish-Arab meeting took place this week centered around \u201cwe the Negev\u201d and a call for a shared future and denouncing terrorism. On a global context, for instance a march of thousands of young people concerned for the future focused on \u00a0climate change and the Russian-Ukrainian war. And for this reason, activist education is so relevant and important, and it possibly also provides hope that the world can change through education.<\/span><\/p>\n

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In addition to teachers\u2019 professional development through activist pedagogy, I have published several articles that delve deeply into the subject from different perspectives and thought you might be interested in the development of this subject in Israel, because as far as I\u2019m concerned, the field of activist pedagogy in Israel is not yet sufficiently developed. So, I\u2019ll write a few words on each article, and if you want you can click the links and read each article in its entirety.<\/span><\/p>\n

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Two articles were published in Hebrew by Machon Mofet, the National Institute for Research and Program Development in Teacher Education and Education, that is promoting a systematic change in Israeli education. An article was published in the institute\u2019s academic journal, Dapim, that describes officially and for the first time Israeli women pioneers in film and media education and their affinity to activist pedagogy even before they became familiar with the term, an article on re-conceptualization including a significant contribution to the advancement of women pioneers. When issue 77 of Dapim is published, its theme will be Israeli women pioneers in education. Some articles are already online, including this one about activist pedagogy<\/a> that shows how the women who pioneered film studies in Israel advanced democratic liberal values encouraging real action in their social and community spheres through film production. Attached is a picture of Dorit Ballin, a film and media studies pioneer in Israel, taken from an interview with her for the article (summer 2019).<\/span><\/p>\n

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Another article in Hebrew was published in the Mofet Institute\u2019s newsletter \u2013 Bamat Diyun<\/a>. It focuses on teaching media literacy and its compatability to activist pedagogy. The article\u2019s purpose is to characterize media teachers\u2019 approach to their role as social change agents. It describes research in which 235 teachers specializing in different subject areas participated, and it checks media teachers\u2019 affinity to five aspects of activist pedagogy \u2013 knowledge, perceptions, attitudes, behavior and assimilation, compared to teachers of other subjects \u2013 humanities, social sciences, exact sciences, languages, etc.\u2019s affinity to the familiar critical media literacy studies. The article re-establishes and offers for the first time to assimilate the term activism into the familiar term and thus create a new term: Activist Critical Media Literacy, ACML<\/strong><\/span><\/p>\n

Three articles have been published in journals and international conference proceedings in English about activist pedagogy. The first describes the five-level model, which I\u2019ve written about previously. The \u00a0second describes the need to document a practical model from assimilating activist education studies<\/a> through the activist pedagogy approach. The last is a research article about developing a questionnaire<\/a> that was originally created for quantitative studies, that as far as I know has not yet been implemented, teaching educators about activist pedagogy. It\u2019s interesting because it teaches a methodical tool that can be used for other purposes. For example, you can use the tool to check out interesting questions about activist education in different subjects, like intended classroom behaviors for teaching socio-political activism, or attitudes toward activist education for promoting different liberal and progressive agendas in education and ways for implementation, and are activist values being implemented in education, and also can you see a connection between school activities, such as recess or a trip and activist education?<\/span><\/p>\n

Let me finish with a question \u2013 how do you see activist pedagogy? Is teaching it necessary? Is the term unclear still and do you \u00adneed an article discussing the term itself in order to map it out and understand it better?<\/span><\/p>\n

Sources:<\/span><\/p>\n

\u05e7\u05d8\u05e7\u05d5-\u05d0\u05d9\u05d9\u05dc\u05d9, \u05e7. (2022), \u05d4\u05d5\u05e8\u05d0\u05ea \u05d0\u05d5\u05e8\u05d9\u05d9\u05e0\u05d5\u05ea \u05d4\u05de\u05d3\u05d9\u05d4 \u05d5\u05d4\u05d6\u05d9\u05e7\u05d4 \u05e9\u05dc\u05d4 \u05dc\u05e4\u05d3\u05d2\u05d5\u05d2\u05d9\u05d4 \u05d0\u05e7\u05d8\u05d9\u05d1\u05d9\u05e1\u05d8\u05d9\u05ea<\/a>, \u05d1\u05de\u05ea \u05d3\u05d9\u05d5\u05df 68<\/strong>.<\/span><\/p>\n

\u05e7\u05d8\u05e7\u05d5-\u05d0\u05d9\u05d9\u05dc\u05d9, \u05e7. (2022), \u05e0\u05d9\u05ea\u05d5\u05d7 \u05e9\u05dc \u05dc\u05d9\u05de\u05d5\u05d3\u05d9 \u05d4\u05e7\u05d5\u05dc\u05e0\u05d5\u05e2 \u05d5\u05d4\u05ea\u05e7\u05e9\u05d5\u05e8\u05ea \u05d1\u05d9\u05e9\u05e8\u05d0\u05dc \u05dc\u05e4\u05d9 \u05d4\u05e4\u05d3\u05d2\u05d5\u05d2\u05d9\u05d4 \u05d4\u05d0\u05e7\u05d8\u05d9\u05d1\u05d9\u05e1\u05d8\u05d9\u05ea: \u05d4\u05de\u05e9\u05c2\u05b8\u05d2\u05d4 \u05de\u05d7\u05d5\u05d3\u05e9\u05ea \u05dc\u05de\u05e2\u05e9\u05d9 \u05d4\u05d7\u05dc\u05d5\u05e6\u05d5\u05ea \u05d4\u05dc\u05d2\u05d4 \u05e7\u05dc\u05e8 \u05d5\u05d3\u05d5\u05e8\u05d9\u05ea \u05d1\u05d0\u05dc\u05d9\u05df<\/a>. \u05d3\u05e4\u05d9\u05dd 77<\/strong>, 9-28.<\/span><\/p>\n

Ketko-Ayali, K., & Boco\u015f, M. (2020). Practical Five-Level Model for Activist Pedagogy and Promoting Active Citizenship: Film Study in Israel as a Test Case.\u00a0Educatia 21, (19)<\/em>, 74-83. https:\/\/doi.org\/10.24193\/ed21.2020.19.09<\/a><\/span><\/p>\n

Ketko-Ayali K., & Boco\u015f, M. (2021). A Model to Promote Active Citizenship and Activist Pedagogy (ACAP) in High School Teaching. In I. Albulescu, & C. Stan (Eds.), Education, Reflection, Development – ERD 2020, vol 104<\/em>. European Proceedings of Social and Behavioural Sciences (pp. 10-22).<\/span><\/p>\n

https:\/\/doi.org\/10.15405\/epsbs.2021.03.02.2<\/a><\/span><\/p>\n

Ketko-Ayali K., & Boco\u015f, M. (2022). Developing A Questionnaire for Active Citizenship and Activist Pedagogy. In I. Albulescu, & C. Stan (Eds.), Education, Reflection, Development – ERD 2021, vol 2.<\/em> European Proceedings of Educational Sciences (pp. 555-563). European Publisher.\u00a0 https:\/\/doi.org\/10.15405\/epes.22032.56<\/a><\/span><\/p>\n

Ketko-Ayali K., (2022), Teaching Media Literacy and Its Affinity to Activist Pedagogy, Discussion Forum 68<\/a>. (Hebrew)<\/span>
\nKetko-Ayali K., (2022), Analysis of Film and Media Studies in Israel according to activist pedagogy: Reconceptualization of the contribution of pioneers Helga Keller and Dorit Ballin. Dapim<\/a> 77, 9-28. (Hebrew)<\/span><\/p>\n

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