The Popular Education Network of Australia (PENA) and Twenty-First-Century critical education Ollis, Tracey, Williams, Jo, Townsend, Rob, Harris, Anne and Jorquera, Jorge 2014, The Popular Education Network of Australia (PENA) and Twenty-First-Century critical education. In Peters, Michael A. and Besley, Tina (ed), Paulo Freire : the global legacy, Peter Lang, New York, N.Y., pp.175-186. Attached Files Name Description MIMEType Size Downloads Title The Popular Education Network of Australia (PENA) and Twenty-First-Century critical education Author(s) Ollis, Tracey orcid.org/0000-0003-4801-0454 Williams, Jo Townsend, Rob Harris, Anne Jorquera, Jorge Title of book Paulo Freire : the global legacy Editor(s) Peters, Michael A. Besley, Tina Publication date 2014 Series Counterpoints: studies in the postmodern theory of education; v. 500 Chapter number 10 Total chapters 37 Start page 175 End page 186 Total pages 12 Publisher Peter Lang Place of Publication New York, N.Y. Keyword(s) Education Summary Drawing on the philosophies and writings of Paulo Freire regarding education as activism, this paper will explore the history and activities of the Popular Education Network of Australia (PENA). The network, founded in 2009, involves educators, academics and community workers, working together on issues relating to critical pedagogy and social change in schools, communities and adult education contexts. Two symposia have been organised on critical education in Australia. In 2010, ‘Teaching and Learning for Social Justice and Action’ was the inaugural gathering. In 2012, ‘Freire Reloaded: Learning and Teaching to Change the World’ featured a diverse range of workshops and Professor Antonia Darder as keynote speaker and observer. Through the perspectives and experiences of five academics involved in PENA, this paper will explore the group’s activities and reflect on the inspiration drawn from the work of Freire, Darder and others. Creating spaces for discussion of critical pedagogy affords opportunities for academics, educators, teachers and activists to reflect on their practice and also leads to further spontaneous networking and planning of action. In this paper we argue that there is continuing importance, in fact urgency, in producing places and spaces for conscientisation to occur, and for examples of critical education to be shared amongst 21st century educators. ISBN 9781433125324 1433125323 Language eng Field of Research 130399 Specialist Studies In Education not elsewhere classified Socio Economic Objective 939903 Equity and Access to Education HERDC Research category B1.1 Book chapter Copyright notice ©2014, Peter Lang Persistent URL http://hdl.handle.net/10536/DRO/DU:30069162 Document type: Book Chapter Collections: Faculty of Arts and Education School of Education Related Links Link Description   Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Versions Version Filter Type Wed, 21 Jan 2015, 09:45:48 EST Wed, 21 Jan 2015, 09:51:04 EST Wed, 28 Jan 2015, 07:46:08 EST Wed, 08 Apr 2015, 14:51:37 EST Mon, 08 Jun 2015, 08:55:36 EST Thu, 29 Oct 2015, 05:06:56 EST Fri, 22 Apr 2016, 11:07:45 EST Fri, 22 Apr 2016, 11:15:53 EST Wed, 14 Jun 2017, 11:11:20 EST Fri, 23 Feb 2018, 14:05:54 EST Mon, 26 Feb 2018, 11:33:14 EST Mon, 26 Feb 2018, 11:34:26 EST Filtered Full Citation counts:   Cited 0 times in TR Web of Science Cited 0 times in Scopus Search Google Scholar Access Statistics: 632 Abstract Views, 11 File Downloads  -  Detailed Statistics Created: Wed, 21 Jan 2015, 09:45:48 EST

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