Jones Naya
Department of Sociology and Global and Community Health Program, University of California Santa Cruz, 1156 High St, Santa Cruz, CA 95064 USA.
Cult Stud Sci Educ. 2023;18(1):205-216. doi: 10.1007/s11422-023-10154-7. Epub 2023 Mar 17.
By bridging critical pedagogy and environmental praxis, the contributions in this forum build on Freire's legacy while stretching his work. As the authors attend to more-than-human life, they theorize and enact relational ways of knowing. Through participatory and multisensory pedagogies, they counter dichotomies between nonhuman and human nature, student and teacher. In this response, I consider how this (re)centering of more-than-human relations expands-and counters-Freire's thinking, including how he articulates humanization as a primary, liberatory aim of teaching and (un)learning. Along with insights from Black geographies and Black feminist ecologies, bell hooks guides my response. hooks critiqued and engaged with Freire's work with radical care, with space for complexity and accountability. This way of reading feels particularly suited to this forum, as the authors reimagine Freire's contributions to critical (environmental) pedagogy for the twenty-first century and beyond.
通过将批判性教学法与环境实践相结合，本论坛中的文章在继承弗雷雷遗产的同时拓展了他的作品。当作者关注超人类生命时，他们对认知的关系方式进行了理论化并付诸实践。通过参与式和多感官教学法，他们消解了非人类与人类本性、学生与教师之间的二元对立。在本回应中，我思考这种对超人类关系的（重新）关注如何扩展并反驳了弗雷雷的思想，包括他如何将人性化阐述为教学与（非）学习的首要解放目标。结合黑人地理学和黑人女性主义生态学的见解，贝尔·胡克斯引导了我的回应。胡克斯以激进的关怀对弗雷雷的作品进行了批判与探讨，留有对复杂性和责任感的思考空间。这种阅读方式似乎特别适用于本论坛，因为作者们重新构想了弗雷雷对21世纪及以后批判性（环境）教学法的贡献。
