Special Issue "Critical Pedagogy and Literacy for Rethinking the Pandemic Environment"

A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: closed (11 September 2021).

Special Issue Editors

Prof. Dr. Enrico Bocciolesi
E-Mail Website
Guest Editor
1. IELIT-International Educational Literacy Institute, 20123 Milano, Italy
2. University of Guadalajara, CUAAD, Guadalajara, Jalisco, México
Interests: literacy pedagogy; learning styles; critical and complex thinking; K12 and adult learning
Prof. Dr. Henry A. Chero-Valdivieso
E-Mail Website
Guest Editor
Catholic University Los Angeles of Chimbote, Chimbote 02804, Peru
Interests: education; TIC, critical thinking; teaching training; higher education; international learning cooperation
Prof. Dr. Thomas P. Mackey
E-Mail Website
Guest Editor
Department of Arts and Media, School of Arts and Humanities, SUNY Empire State College, Saratoga Springs, NY 12866, USA
Interests: communications; digital media; digital studies; literacy; writing; metaliteracy

Special Issue Information

Dear Colleagues,

We are pleased to announce this upcoming Special Issue looking at “Critical Pedagogy and Literacy for Rethinking the Pandemic Environment, in which numerous experts from different educational institutions globally will address issues of fundamental interest for both the educational and critical–social evolution of today's cultural context distorted by unpredictable events. These studies may include not only changes in educational paradigms, but also paths of critical reflection, and research that uses different language codes specific to literacies to rethink the concrete goal of learning. This Special Issue offers the possibility, starting from the reflections that have emerged in international contexts, such as the recent PsyEdu 2020 congress in Bergamo, which make up the debate on the perspectives regarding the complexity of critical pedagogy and the related themes of literacy for the rereading of environments in the light of recent and non-recent changes. Moreover, we invite contributions that can offer concrete feedback, research paths oriented to the solution of educational problems, and epistemological reflections based on the criteria of the complexity of the criticality of contemporary literacy pedagogy, capable of also involving transversally the different educational institutions, from childhood to university.

These reasons lead us to keeping the research path broad, above all preserving the possibility of establishing solicitation of interaction between different educational parts, considering  the fundamental possibility of understanding, destructuring, and interpreting meanings for the freedom of each human being.

Topics:

Development of university teaching: new practices;

Teaching: methods and research;

Adult education and lifelong learning;

Non-formal education;

Several proposals for continuing education;

Educational reforms. Crisis of education.

Prof. Dr. Enrico Bocciolesi
Prof. Dr. Henry A. Chero-Valdivieso
Prof. Dr. Thomas P. Mackey
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All papers will be peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • critical pedagogy
  • literacy
  • complexity
  • higher education
  • K12, crisis
  • pandemic
  • good practice
  • problem posing

Published Papers (1 paper)

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Research

Article
The IARA Model Proved Effective in Emotional Literacy, Characters Strengths Awareness, and Cohesion among Italian Children
Educ. Sci. 2021, 11(11), 657; https://doi.org/10.3390/educsci11110657 - 20 Oct 2021
Viewed by 237
Abstract
Literature highlights how education in the twenty-first century begins to advocate multiple new concepts, such as new technology, new pedagogies, interdisciplinary curricula, open learning, etc. Among these concepts, the recognition and awareness about one’s character strengths are demonstrated to improve emotional management and [...] Read more.
Literature highlights how education in the twenty-first century begins to advocate multiple new concepts, such as new technology, new pedagogies, interdisciplinary curricula, open learning, etc. Among these concepts, the recognition and awareness about one’s character strengths are demonstrated to improve emotional management and individual/group’s quality of life. We studied three fifth-grade Italian classes using an emerging educational model called IARA to verify if it can truly improve emotional literacy, characters strengths awareness, and cohesion in ten-years children. To demonstrate its efficacy, we used Bloom’s Taxonomy and Sociogrammatic study. We proved that the IARA could be an efficient model to improve one’s character strengths and class milieu awareness. Full article
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