Rovereto, June 20 th -25 th, 2011

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1 Rovereto, June 20 th -25 th, 2011 The program will include formal lectures on three topics: -Qualitative methods for social justice education (prof. Massimiliano Tarozzi, University of Trento) -Feminist methodologies in educational research (prof. Penny Jane Burke, University of Roehampton) -Freirean Method of the Generative Theme and its implications for education (prof. Carlos Alberto Torres, University of California Los Angeles) 1

2 The program will also include three workshops: -English as a Second Language Resource (Dr. Peter Lownds), which is not compulsory for English native speakers -Participatory action research in practice (Dr. Luca Ghirotto), which is strictly connected to the Qualitative methods for social justice education lectures -Methodology of the generative word (Dr. Aly Juma), which is strictly connected to the Freirean Method of the Generative Theme and its implications for education lectures It will also be possible for students to visit some meaningful educational realities in Italian institutions. The final evaluation will be based on a group presentation or a critical analysis of an educational project. After completing the courses, enrolling students will receive a formal certificate from the Department of Cognitive and Education Science of the University of Trento. Because of some administrative problems we decided to extend the application deadline to 30 th April. We ask you anyway to send an to express your interest to be enrolled in the International Summer School before 15 th April. 2

3 Schedule 1 June 20 June 21 June 22 June 23 June 24 June 25 9 am to 1 Qualitative methods Feminist Freirean Method of Participatory action Methodology of Students pm for social justice methodologies in the Generative Theme research in practice the generative presentation education (Prof. educational research and its implications (Luca Ghirotto) word (Aly Juma) Tarozzi) (prof. Burke) for education (Prof. Torres) 2 to 4 pm Qualitative methods Feminist Freirean Method of Qualitative methods Methodology of for social justice methodologies in the Generative Theme for social justice the generative education (Prof. educational research and its implications education (Prof. word Tarozzi) (prof. Burke) for education (Prof. Torres) Tarozzi) (Aly Juma) 4 to 6 pm Group presentation English as a Second Language Resource (Peter Lownds) English as a Second Language Resource (Peter Lownds *) English as a Second Language Resource (Peter Lownds*) *On June 22nd and June 24th the workshop English as a Second Language Resource will end at 6.45 p.m. instead of 18 p.m. 1 Changes in the schedule may occur 3

4 Lectures syllabi Qualitative methods for social justice education Professor Massimiliano Tarozzi, University of Trento The session on Qualitative Methods for Social Justice Education provide an epistemological and methodological framework for qualitative research about social justice issues in education. The session is constituted by three parts: epistemological, methodological, practical. In particular, the lectures will focus on the topic of participatory paradigm within qualitative research and provide some examples of methods, such as the grounded theory and the phenomenological approach. As for the practical part, the approach of participatory educational planning will be introduced and discussed. Recommended readings: Charmaz K., Grounded theory in the 21 st century: applications for advancing social justice studies, in Denzin N. K., Lincoln Y. S., The SAGE Handbook of Qualitative research, third edition, Sage Publications Massimiliano Tarozzi is currently Associated Professor of Qualitative Research Methods and Sociology of Education at Faculty of Cognitive Science, University of Trento, Italy, where he teaches also in the areas of social and intercultural education. He is founding director of the Masters degree in Research Methodology in Education and Coordinator of Qualitative Research Methods Area within the PhD Program in Cognitive Sciences, University of Trento. He has been principal investigator of more than 10 qualitative research projects in the last 8 years, mainly in the field of Intercultural/multicultural education. He has been visiting scholar at Department of Education of University of California, Los Angeles (UCLA) (as Fulbright grantee) and he is member scholar at the International Institute of Qualitative Methods, University of Alberta. He is Editor of Encyclopaideia. Journal of Phenomenology and Education, and member of the editorial board of many scholarly journals in qualitative research. In addition to 35 scientific articles, including 10 in international peer review journal, he has written or edited about 10 books, including Phenomenology and Human Science Today (Eds. With L. Mortari, Zetabooks, 2010). 4

5 Feminist methodologies in educational research Professor Penny Jane Burke, Roehampton University The focus of this session will be on understanding the key contribution of feminist perspectives in the development of methodological frameworks and approaches for qualitative research on and for social justice education. Professor Penny Jane Burke will provide an overview of feminist epistemologies and ontologies and the ways these have shaped feminist approaches to research. Key concepts and issues explored will include reflexivity, representation, ethics, power and empowerment. Feminist research methods will also be considered in relation to data collection and analysis. Course participants will have the opportunity to engage in some feminist research practice, for example by analysing extracts of raw data. The teaching and learning approaches on the session will combine lectures and activities. Recommended reading: Burke, PJ and Jackson, S (2007), Reconceptualising Lifelong Learning: Feminist Interventions, Oxon: Routledge. Mauthner, N. S. and A. Doucet (2003), Reflexive Accounts and Accounts of Reflexivity in Qualitative Data Analysis, in Sociology 37(3): Ribbens, J. and R. Edwards, Eds. (1998), Feminist Dilemmas in Qualitative Research; Public Knowledge and Private Lives, London, New Delhi and Thousand Oaks, Sage. Penny Jane Burke is Professor of Education at Roehampton University, London, where she is Director of the Centre for Educational Research in Equalities, Policy and Pedagogy (CEREPP) and the London Paulo Freire Institute (LPFI). Previously she was Reader of Education; Head of School, Educational Foundations and Policy Studies; Chair of the Widening Participation Committee and Course Leader of the MA in Higher and Professional Education at the Institute of Education, University of London. As a sociologist of gender and education, she is particularly dedicated to the development of methodological and pedagogical frameworks that support critical levels of understanding of issues of equity and social justice in the field of higher education. She was awarded a full-time ESRC doctoral studentship from , which resulted in the publication of her book Accessing Education effectively widening participation (2002). Her book Reconceptualising Lifelong Learning: Feminist Interventions (Burke and Jackson, 2007) was nominated for the 2008 Cyril O. Houle World Award for Outstanding Literature in Adult Education. Penny was recipient of the Higher Education Academy s prestigious National Teaching Fellowship award in 2008 and is the Access and Widening Participation Network Leader for the Society for Research in Higher Education (SRHE). She is Regional Editor of Women s Studies International Forum, on the Executive Editorial Board of Teaching in Higher Education and on the editorial board of Gender and Education. Routledge will launch her book The Right to Higher Education: Beyond Widening Participation later this year. 5

6 Freirean Method of the Generative Theme and its implications for education Professor Carlos Alberto Torres, University of California Los Angeles Paulo Freire originally crafted the Methodology of the Generative Theme in his two key books, Education as Practice of Freedom and Pedagogy of the Oppressed. The original methodology draws from a blend of Marxism, Hegelianism, Phenomenology and Existentialism, becoming an original epistemological combination that has impacted educational research and practice worldwide, including underscoring some of the principles of Participatory Action Research. Over the years, a number of other scholars have contributed to this method, linking Popular Education and Education for Liberation with Critical Theory and Critical Pedagogy. We will explore the methodological and epistemological implications of the Methodology of the Generative Theme in comparative perspective. In addition, we will draw specific applications for literacy training, using the related method of the Generative Word implemented by Freireans worldwide. The methodology of the Generative Theme has become central in the struggle for social justice education, teachers training and educational reform. A specific analysis of its implementation in a process of educational reform when Paulo Freire was Secretary of Education of the Municipality of São Paulo will be provided, discussing its viability for contemporary educational reform. Recommended readings: Schugurensky D., Continuum Books, in press. (Selected pages) Torres, C. A., Cadiz P.O., and Wong P., (1998), Education and Democracy: Paulo Freire, Social Movements, and Educational Reform in São Paulo. Boulder, Colorado: Westview Press. Portuguese translation, 2002, Venciano translation 2003 (few selected pages) Gadotti M. and Torres C.A., Paulo Freire: Education for Development Carlos Alberto Torres is Professor of Social Sciences and Comparative Education, Division Head of Social Sciences and Comparative Education, and Director of the Paulo Freire Institute at UCLA. A political sociologist of education, he did his undergraduate work in sociology in Argentina (B.A. and teaching credential in Sociology, Universidad del Salvador), his graduate work in Mexico (M.A. Political Science. FLACSO) and the United States (Master of Arts and Ph.D. in International Development Education, Stanford University), and post-doctoral studies in educational foundations in Canada (University of Alberta). He is also the Founding Director of the Paulo Freire Institte in São Paulo, Brazil (1991), Buenos Aires, Argentina (2003), and UCLA (2002). Former Director of the Latin American Center at UCLA ( ), Past President of the Comparative Internatinal Education Society (CIES), and past President of the Research Committee of Sociology of Education, ISA, he is the author or co-author of more than 60 books and 200 research articles and chapters in books. He is a visiting professor at the Universidade Lusófona de Humanidades e Tecnologias (Lisbon) and Adjunct Professor at the Danish School of Pedagogy-University of Aargus, Denmark. 6

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