Villalba, S.C.P. (2021) PAR and digital inclusion, an analysis using the capabilities approach and critical pedagogy. In: Information Resources Management Association, (ed.) Research Anthology on Developing Critical Thinking Skills in Students. IGI Global , pp. 1120-1135. ISBN 9781799830221
Abstract
This paper draws upon the capability approach and critical pedagogy to analyse the value of using Problem-posing Education, a participatory action research method, in a digital inclusion initiative in Brazil. First it the capability approach and explains why using critical pedagogy is a valuable way to deal with issues of power, collective conscientisation and adaptive preference. Freire's pedagogy is then presented and conscientisation is explained as a process of raising critical awareness and praxis. The case study, presents empirical work conducted in Campinas, together with a NGO named CDI, which offers free internet access and basic ICT skills using a Freire's inspired methodology. Findings are then explained and discussed using the theoretical framework. This paper concludes that there is great value in using Freire's critical pedagogy for digital inclusion, but that further research is necessary to identify less resource intense solutions that can provide students with both conscientisation and skills.
Metadata
Item Type: | Book Section |
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Authors/Creators: |
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Editors: |
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Copyright, Publisher and Additional Information: | © 2021 IGI Global Scientific Publishing. |
Keywords: | Education; Specialist Studies In Education |
Dates: |
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Institution: | The University of Sheffield |
Academic Units: | The University of Sheffield > Faculty of Social Sciences (Sheffield) > School of Geography and Planning |
Depositing User: | Symplectic Sheffield |
Date Deposited: | 07 Mar 2025 15:25 |
Last Modified: | 07 Mar 2025 15:25 |
Status: | Published |
Publisher: | IGI Global |
Refereed: | Yes |
Identification Number: | 10.4018/978-1-7998-3022-1.ch058 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:223917 |