Documents found
-
6191.More information
This article takes a small part of South Africa’s oppositional history – the educational initiatives of social actors in exile – to show that ideas about environmental education were present in exile as much as in South Africa’s internal anti-apartheid movement. It builds on a South African historiography that problematises universalising notions of ‘development’ drawn from colonial modernisation discourses and tied to Western models of development. It focuses on the inclusion of Development Studies and environmental education in the curriculum of the exiled African National Congress’s (ANC’s) Solomon Mahlangu Freedom College (SOMAFCO) in the 1970s. Drawing on primary sources in the University of Fort Hare’s Liberation Movement Archives, the article argues that while the curriculum was part of a wider developmentalist discourse emerging in the post-WWII era; it aimed - unlike the apartheid curriculum which sought to construct and underline difference - to counter colonial racist discourses, and included environmental education in the curriculum at the suggestion of UNESCO. It could be seen as an early form of “decolonial” education. This case study is significant for deepening understanding of the history of environmental education in the global South.
Keywords: historia ambiental, histoire environnementale, Environmental history, environmental education, éducation environnementale, educación ambiental, Historia de la educación en Sudáfrica, South African history of education, histoire sud-africaine de l’éducation, l’éducation anti-apartheid en exil, anti-apartheid education in exile, educación contra el apartheid en el exilio, UNESCO, UNESCO, UNESCO
-
6192.More information
Critical perspectives have been recurrent in history of education research since the 1960s. In this article, we examine what critical histories of education can be in the twenty-first century, when scepticism towards accepted truths is widespread, and critical analysis has become essential to neoliberal assessment practices. This article identifies four key elements of such research – critique, truth, method, and intended audience – and argues that up-to-date critical histories must engage with these. Using perspectives from Indigenous Studies, it offers reflections on how such histories might be constructed. Although not providing definitive answers, it outlines important considerations for designing critical research, including the type of narratives produced, researcher positionality, the discomfort generated, and how potential audiences are engaged. As a result, this article raises the question of whether research can be truly critical if it does not provoke discomfort for the researcher, or provoke restorative or transformative actions.
Keywords: critique, crítica, critique, critical pedagogy, pédagogie critique, pedagogía crítica, history of education, histoire de l’éducation, historia de la educación, applied history of education, historia aplicada de la educación, histoire appliquée de l’éducation, Indigenous studies, études autochtones, estudios Indígenas
-
-
-
-
6196.More information
This is the very first study on the surrealist work Envers l’ombre (1965), a collection of 14 poems by Vincent Bounoure with some illustrations by Jean Benoît. Firstly, we will recall both the historical context and the affective co-text underlying the cooperation of the two artists, as well as the role they had in the continuation of collective surrealist activities after the alleged end of “historical surrealism” decreed by Schuster in 1969 and henceforth maintained by literary criticism. Then, we will propose a philological reconstruction of the compositional stages for some iconotexts of the collection on the basis of several unpublished documents from Bounoure’s archives, never explored before. We will present in particular the examination of some poems by Bounoure and Benoît’s illustrations that accompany them. Finally, we will analyze the variants of an unillustrated poem: “Scepter”, one of the most complex at the interpretative level.