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Education in Revolutionary Struggles

Ivan Illich, Paulo Freire, Ernesto Guevara and Latin American Thought

Education in Revolutionary Struggles introduces us to the fascinating world of Latin American educational thought in the third quarter of the 20th century. It discusses the contributions of three of the most distinguished intellectuals of the period - Ivan Illich, Paulo Freire and Ernesto Guevara - and more specifically their answers to the eternal challenge: What is - or should be - the role of education in the profound structural and/or revolutionary transformation of our societies? The first part of the book identifies the cultural, economic and political context of the revolutionary years in Latin America. Les mer
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Vår pris: 1620,-

(Innbundet) Fri frakt!
Leveringstid: Sendes innen 7 virkedager

  Kjøp NÅ - få 81 bonuskroner!

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Education in Revolutionary Struggles introduces us to the fascinating world of Latin American educational thought in the third quarter of the 20th century. It discusses the contributions of three of the most distinguished intellectuals of the period - Ivan Illich, Paulo Freire and Ernesto Guevara - and more specifically their answers to the eternal challenge: What is - or should be - the role of education in the profound structural and/or revolutionary transformation of our societies? The first part of the book identifies the cultural, economic and political context of the revolutionary years in Latin America. This historical framework is of particular interest because it is the setting for the intellectual and educational debates in which these three thinkers took part. The second part, the heart of the book, expounds in depth how Ivan Illich, Paulo Freire and Ernesto Guevara contributed to understanding of how education is linked to the transformation of society. The third and final part highlights the most fertile dimensions of the educational thought of Ivan Illich, Paulo Freire and Ernesto Guevara - deschooling, liberation education and revolutionary education respectively - and analyses the points where their conceptions of "education in revolutionary struggles" converged, complemented one another or diverged.

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