Shallow pedagogies as epistemic injustice: how uncritical forms of learning hinder education’s contribution to just and sustainable development

Descripción del Articulo

Global Social Challenges Journal, 3(1), 49-67
Detalles Bibliográficos
Autores: Balarin, María, Rodríguez, María Fernanda
Formato: artículo
Fecha de Publicación:2024
Institución:Grupo de Analisis para el Desarrollo
Repositorio:GRADE-Institucional
Lenguaje:inglés
OAI Identifier:oai:repositorio.grade.org.pe:20.500.12820/729
Enlace del recurso:https://hdl.handle.net/20.500.12820/729
https://doi.org/10.1332/27523349Y2024D000000007
Nivel de acceso:acceso abierto
Materia:Educación
Desarrollo sustentable
Education
Pedagogy
Epistemic justice
Sustainable development
Justicia epistémica
http://purl.org/pe-repo/ocde/ford#5.03.01
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dc.title.es.fl_str_mv Shallow pedagogies as epistemic injustice: how uncritical forms of learning hinder education’s contribution to just and sustainable development
title Shallow pedagogies as epistemic injustice: how uncritical forms of learning hinder education’s contribution to just and sustainable development
spellingShingle Shallow pedagogies as epistemic injustice: how uncritical forms of learning hinder education’s contribution to just and sustainable development
Balarin, María
Educación
Desarrollo sustentable
Education
Pedagogy
Epistemic justice
Sustainable development
Justicia epistémica
http://purl.org/pe-repo/ocde/ford#5.03.01
title_short Shallow pedagogies as epistemic injustice: how uncritical forms of learning hinder education’s contribution to just and sustainable development
title_full Shallow pedagogies as epistemic injustice: how uncritical forms of learning hinder education’s contribution to just and sustainable development
title_fullStr Shallow pedagogies as epistemic injustice: how uncritical forms of learning hinder education’s contribution to just and sustainable development
title_full_unstemmed Shallow pedagogies as epistemic injustice: how uncritical forms of learning hinder education’s contribution to just and sustainable development
title_sort Shallow pedagogies as epistemic injustice: how uncritical forms of learning hinder education’s contribution to just and sustainable development
author Balarin, María
author_facet Balarin, María
Rodríguez, María Fernanda
author_role author
author2 Rodríguez, María Fernanda
author2_role author
dc.contributor.author.fl_str_mv Balarin, María
Rodríguez, María Fernanda
dc.subject.es.fl_str_mv Educación
Desarrollo sustentable
Education
Pedagogy
Epistemic justice
Sustainable development
Justicia epistémica
topic Educación
Desarrollo sustentable
Education
Pedagogy
Epistemic justice
Sustainable development
Justicia epistémica
http://purl.org/pe-repo/ocde/ford#5.03.01
dc.subject.ocde.es.fl_str_mv http://purl.org/pe-repo/ocde/ford#5.03.01
description Global Social Challenges Journal, 3(1), 49-67
publishDate 2024
dc.date.accessioned.none.fl_str_mv 2024-05-17T15:12:37Z
dc.date.available.none.fl_str_mv 2024-05-17T15:12:37Z
dc.date.issued.fl_str_mv 2024-02
dc.type.es.fl_str_mv info:eu-repo/semantics/article
dc.type.version.es.fl_str_mv info:eu-repo/semantics/publishedVersion
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dc.identifier.uri.none.fl_str_mv https://hdl.handle.net/20.500.12820/729
dc.identifier.doi.es.fl_str_mv https://doi.org/10.1332/27523349Y2024D000000007
url https://hdl.handle.net/20.500.12820/729
https://doi.org/10.1332/27523349Y2024D000000007
dc.language.iso.es.fl_str_mv eng
language eng
dc.rights.es.fl_str_mv info:eu-repo/semantics/openAccess
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rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-nd/4.0/
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dc.publisher.es.fl_str_mv Bristol University
dc.publisher.country.es.fl_str_mv GB
dc.source.es.fl_str_mv Repositorio institucional - GRADE
dc.source.none.fl_str_mv reponame:GRADE-Institucional
instname:Grupo de Analisis para el Desarrollo
instacron:GRADE
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reponame_str GRADE-Institucional
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bitstream.url.fl_str_mv https://repositorio.grade.org.pe/bitstream/20.500.12820/729/1/MBA_MFR_GSCH_2024.pdf
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spelling Balarin, MaríaRodríguez, María Fernanda2024-05-17T15:12:37Z2024-05-17T15:12:37Z2024-02https://hdl.handle.net/20.500.12820/729https://doi.org/10.1332/27523349Y2024D000000007Global Social Challenges Journal, 3(1), 49-67Este artículo se basa en los resultados del estudio JustEd para analizar las pedagogías superficiales que han surgido en Perú en el contexto de las reformas centradas en el alumno y basadas en los resultados que se han aplicado de forma deficiente en un contexto con muchas limitaciones en cuanto a orientaciones políticas, recursos y formación y apoyo a los profesores. Estas pedagogías promueven poco o nada el pensamiento crítico, están desconectadas de las experiencias de los alumnos y no les animan a problematizar la realidad, ni a captar la complejidad. Estas pedagogías constituyen una forma de injusticia epistémica en la medida en que no contribuyen a desarrollar la capacidad de los alumnos para participar como iguales en el consumo y la producción de conocimientos. Por ello, estas pedagogías también limitan las contribuciones potenciales de la educación a la justicia, la paz y la sostenibilidad. Nuestro debate sobre las pedagogías superficiales nos lleva a articular algunos elementos más positivos de lo que podrían implicar unas pedagogías ricas y justas.This paper draws on findings from the JustEd study to discuss the shallow pedagogies that have emerged in Peru in the context of learner-centred and outcomes-based reforms that have been poorly implemented in a context with many limitations in terms of policy orientations, resources, and teacher training and support. These pedagogies promote little to no critical thinking, are disconnected from students’ experiences and do not encourage them to problematise reality nor to grasp complexity. Such pedagogies constitute a form of epistemic injustice in that they do not help to develop students’ capacity to participate as equals in the consumption and production of knowledge. Through this, these pedagogies also limit education’s potential contributions to justice, peace and sustainability. Our discussion of shallow pedagogies leads us to articulate some more positive elements of what rich and just pedagogies might entail.application/pdfengBristol UniversityGBinfo:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by-nc-nd/4.0/Repositorio institucional - GRADEreponame:GRADE-Institucionalinstname:Grupo de Analisis para el Desarrolloinstacron:GRADEEducaciónDesarrollo sustentableEducationPedagogyEpistemic justiceSustainable developmentJusticia epistémicahttp://purl.org/pe-repo/ocde/ford#5.03.01Shallow pedagogies as epistemic injustice: how uncritical forms of learning hinder education’s contribution to just and sustainable developmentinfo:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionORIGINALMBA_MFR_GSCH_2024.pdfMBA_MFR_GSCH_2024.pdfapplication/pdf358247https://repositorio.grade.org.pe/bitstream/20.500.12820/729/1/MBA_MFR_GSCH_2024.pdf264644ac647bfba40a6f07c475d09168MD51LICENSElicense.txtlicense.txttext/plain; charset=utf-81748https://repositorio.grade.org.pe/bitstream/20.500.12820/729/2/license.txt8a4605be74aa9ea9d79846c1fba20a33MD52THUMBNAILCARA_MBA_GSCH_2024.jpgCARA_MBA_GSCH_2024.jpgimage/jpeg28547https://repositorio.grade.org.pe/bitstream/20.500.12820/729/3/CARA_MBA_GSCH_2024.jpgcf5b6fd6f791fd65f40e253758ede340MD5320.500.12820/729oai:repositorio.grade.org.pe:20.500.12820/7292024-11-22 20:44:35.853Repositorio GRADErepositorio@grade.org.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Shallow pedagogies as epistemic injustice: how uncritical forms of learning hinder education’s contribution to just and sustainable development
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