Beyond the Modernist Project: A Decolonial Turn in the History of Psychology.

In this article, the authors argue for a decolonial history of psychology that will assist in the creation of psychologies (and their histories) that are true to place and time. We briefly place contemporary history of psychology as being of service to hegemonic psychology, which has continued to enforce a coloniality of being, knowing, and doing. We outline some of its limitations in regard to individualism, neoliberalism, and the ideologies of the market. In contrast, we articulate a way to begin to reconceptualize a psychology and its history that may serve to honor and respect multiple ways of knowing and being. We offer examples of emergent approaches that are being created that are non-dualistic, non-WEIRD, and focused on lived experiences in particular places and settings. The authors are mindful of the limitations of offering superabundant examples of each point due to the length constraints that accompanied the invitation to submit this manuscript. We encourage interested readers to explore the references for additional nuances and examples of the main points.

Enlightening and empowering students to take action: Embedding sustainability into nursing curriculum.

Graduate nurses are set to face complex global challenges in their future careers. Yet, current pedagogical practices fall short in preparing the future workforce for what lies ahead. There is, thus, an urgent need to disrupt traditional nursing education methods in order to transform our society. Transformation includes ensuring our students are educated on their responsibility toward social, economic and environmental sustainability. The Sustainable Development Goals (SDGs), a set of global targets developed by the United Nations, offer a framework for engaging in higher education that promotes a better future; however, to date there are few examples of how the goals have been embedded into nursing curriculum. This article showcases a case study of how the SDGs can be integrated and taught in nursing higher education through the principles of critical pedagogy. Through significant course re-development in an Australian undergraduate nursing course, students engaged with the SDGs along a transformative continuum of enlightenment and empowerment to awaken critical consciousness. While this article offers some findings in relation to student development, the article's key contribution is in detailing the methodology and framework for embedding SDGs in nursing curricula and to encourage other nursing academics to take up the challenge to empower their students' to take action toward addressing global sustainability challenges.

Being fractal: Embodying antiracism values in course-based participatory action research.

In the winter and spring of 2021, I-a White, female, graduate student-taught a six-month course surrounding the theme: Disrupting Systemic Racism at our University Through Action Research. I was challenged to lead a meaningful course in a two-dimensional virtual space, amidst rising death tolls of the COVID-19 pandemic and the rhythmic beat of calls for racial justice pulsing through our Zoom class periods. This experience opened my eyes as an educator, budding community psychologist, and an antiracist White accomplice. In this critical autoethnographic case study, I recount my experience adapting the community organizing principle of fractals into a pedagogical framework that guided my instructional practices in a community psychology course. In doing so, I echo the call for community psychologists to connect our work more tightly to Black, Indigenous, and people of Color social justice organizers and movements to fortify the field's relevance in the struggle for racial justice.

Participatory action research: An exploration from a Freirean perspective of research involving people with dementia.

BACKGROUND: Researchers are increasingly being called upon to involve people with dementia in research that pertains to them. Participatory Action Research (PAR) has been one of the approaches that has been utilized to do this. How people understand and apply the ideas behind this approach however has often been atheoretical and diverse. This has implications for how purpose, power, voice and agency are conceived and actualized. OBJECTIVES: This paper will examine how theoretical construction of PAR can inform the process of meaningfully involving people living with dementia in research. Specifically, drawing on the work of Paulo Freire, this paper will articulate a way of conceptualizing PAR that is explicitly critical and then demonstrate how these ideas informed a PAR study focused on addressing stigma and discrimination with people living with dementia. CONCLUSION: The purpose of the paper is to engage researchers and people with lived expertise in critical reflection of what it actually means to involve people with dementia in research.

Social justice in nursing education: A review of the literature.

BACKGROUND: Social justice is a cornerstone of nursing because nurses have responsibilities for providing equal and fair care for people from all background. Social justice as nursing imperative is clearly recognised by some professional nursing organisations, but not so by others. AIM AND OBJECTIVES: The aim of this review was to establish the current state of the literature on social justice and nursing education. The objectives included to understand the meaning of social justice for the nursing profession, assess the visibility of social justice learning in nursing education, and explore frameworks for integrating social justice learning in nursing education. METHODS: The SPICE framework was applied to identify the phrases social justice and nursing education. Inclusion and exclusion criteria were used to search the EBSCOhost database, set email alerts on three databases, and search the grey literature. Eighteen literatures were identified for evaluation of predetermined themes on meaning of social justice, visibility of social justice learning, and frameworks for social justice nursing education. FINDINGS: Firstly, the meaning of social justice relates to general theories rather than practical issues in nursing. Secondly, social justice is embraced as an imperative in nursing profession. Lastly, critical pedagogies can support social justice learning in nursing education. DISCUSSION: There is consensus on need for social justice issues to be incorporated in nursing education. This would create paths for nurses to engage in actions that change health inequalities. CONCLUSION: Nursing organisations embrace social justice as nursing imperative in different ways. It is important to explore how this imperative is upheld by nursing professional organisations and education institutions.

Critical pedagogical designs for SETS knowledge co-production: online peer- and problem-based learning by and for early career green infrastructure experts.

Despite a growing understanding of the importance of knowledge co-production for just and sustainable urban transformations, early career green infrastructure experts typically lack opportunities to practice transdisciplinary knowledge co-production approaches within their normal training and professional development. However, using online collaboration technologies combined with peer- and problem-based learning can help address this gap by putting early career green infrastructure experts in charge of organizing their own knowledge co-production activities. Using the case study of an online symposia series focused on social-ecological-technological systems approaches to holistic green infrastructure implementation, we discuss how critical pedagogical designs help create favorable conditions for transdisciplinary knowledge co-production. Our work suggests that the early career position offers a unique standpoint from which to better understand the limitations of current institutional structures of expertise, with a view towards their transformation through collective action. Supplementary Information: The online version contains supplementary material available at 10.1186/s42854-023-00051-1.

Reimagining Freire: beyond human relations.

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.

Yes, Teaching and Pedagogical Practices Matter: Graduate Students' of Color Stories in Hybrid Higher Education/Student Affairs (HESA) Graduate Programs.

Faculty members must employ pedagogical practices that foster humanizing learning environments for graduate Students of Color who have been marginalized and othered in higher education. Methodologically using narrative inquiry, this paper describes graduate Students' of Color stories in higher education/student affairs hybrid graduate preparation programs to understand how faculty contribute to humanizing and critical pedagogy. The findings highlight three central pedagogical strategies faculty used in hybrid classrooms that graduate Students' of Color named as most effective: (1) taught to transgress against racism and oppression, (2) emphasized dialogic pedagogy strategies, and (3) encouraged collaboration inside and outside of the classroom. This study highlights critical pedagogies for student engagement and is a call-to-action for higher education to center humanizing praxis in hybrid learning environments and beyond.

Critical pedagogy of place to enhance ecological engagement activities.

Scientists in higher education institutions around the globe recognize the importance of engaging with public stakeholders to share their enthusiasm, explain their science, and encourage primary and secondary students to enter the sciences. However, without direct consideration of students' and teachers' perspectives and interests, scientists may design activities around their own goals, limiting the impact on school stakeholders (i.e., students, teachers, paraprofessional staff, students' parents, and other caregivers). We drew from natural and social science research to describe how expanding the conception of place beyond the biophysical can help engage school stakeholders in meaningful ways. We describe the multidimensional PLACE framework that we developed to integrate perspectives, knowledge, and values of all stakeholders in engagement programming. The framework is organized around topics that stakeholders should discuss early on to ensure successful partnerships. We recommend that scientists identify and use pedagogy that is inclusive; language framed around dialogic communication methods; aims and motivations centered on engagement; cultural funds of knowledge of place (i.e., disciplinary, personal, or experiential knowledge); and evaluation of engagement based on meaningful metrics. Two case studies are presented to illustrate how the PLACE framework components, when addressed, can lead to robust, successful partnerships between scientists and schools.

Pedagogía crítica del lugar para mejorar las actividades ecológicas participativas Resumen Alrededor del mundo, los científicos de las instituciones de educación superior reconocen lo importante que es involucrarse con los actores públicos para compartir su entusiasmo, explicar la ciencia que trabajan y alentar a los estudiantes de primaria y secundaria a formar parte de las ciencias. Sin embargo, si los científicos no consideran las perspectivas e intereses de los docentes y estudiantes, pueden terminar diseñando actividades para lograr sus propios objetivos, lo que limita el impacto sobre los actores escolares (estudiantes, docentes, personal para-profesional, familias y otros cuidadores). Partimos de las ciencias naturales y sociales para describir cómo la expansión del concepto de lugar más allá de lo biofísico puede ayudar a que los actores escolares se involucren de maneras significativas. Describimos el marco multidimensional PLACE que desarrollamos para integrar el conocimiento, las perspectivas y los valores de todos los actores dentro de la programación de la participación. El marco está organizado en torno a los temas que los actores deberían discutir al inicio para asegurar colaboraciones exitosas. Recomendamos que los científicos identifiquen y usen una pedogagía inclusiva; lenguaje enmarcado en los métodos de comunicación por diálogo; objetivos y motivaciones centradas en la participación; recursos culturales del conocimiento del lugar (conocimiento disciplinario, personal o por experiencias); y una evaluación de la participación con base en medidas significativas. Presentamos dos estudios de caso para ilustrar cómo, cuando se utilizan, los componentes del marco PLACE pueden resultar en colaboraciones sólidas y exitosas entre los científicos y las escuelas.

Renovação da Educação Física no Uruguai: o ISEF em foco / Renovation of Physical Education in Uruguay: an analysis of ISEF / Renovación de la Educación Física en Uruguay: el ISEF en foco

RESUMO O presente artigo descreve experiências de um processo crítico que resulta na renovação de sentidos da Educação Física no Uruguai. Para tanto, realizou entrevistas com seis docentes do Instituto Superior de Educación Física da Universidad de la República. A partir das narrativas, discute dois planos de estudo da instituição e analisa a presença de literatura brasileira no ISEF, oportunidades para conhecer as transformações teórico-discursivas operadas no campo da Educação Física uruguaia.

ABSTRACT The article describes experiences of a critical process that results in the renewal of meanings of Physical Education in Uruguay. To delve into this, interviews were carried out with six professors from the Higher Institute of Physical Education of the University of the Republic. From the narratives, it discusses two study plans of the institution and analyzes the presence of Brazilian literature in ISEF, opportunities to get to know the theoretical-discursive transformations operated in the field of uruguayan Physical Education.

RESUMEN Este artículo describe experiencias de un proceso crítico que resulta en la renovación de los sentidos de la Educación Física en Uruguay. Para tanto, se realizaron entrevistas con seis docentes del Instituto Superior de Educación Física de la Universidad de la República. A partir de las narrativas, se discuten dos planes de estudio de la institución y se analiza la presencia de bibliografía brasileña en el ISEF, oportunidades para conocer las transformaciones teórico-discursivas operadas en el campo de la Educación Física uruguaya.

The Politics of Clinic and Critique in Southern Brazil.

Drawing on a historical ethnography of how Brazil's post-dictatorial psychiatric reforms have shaped young people's lives, this paper builds on Eve Sedgwick's analysis of the hermeneutics of suspicion to show that narrow applications of Foucault's biopower concept nurture forms of resistance to bio-reductionism centred primarily on epistemic deconstruction. To unsettle this hermeneutic, I put young people's theories of power into conversation with Georges Canguilhem's concept of the milieu and with feminist scholars' work on prefigurative politics. I introduce the concepts of threading and unthreading to consider how one subject of biopower, the child-like biobehavioural figure, was continuously being threaded within a specific milieu and in relation to another key figure: the elite angst-ridden 'storm-and-stress' adolescent. Young people's subsequent unthreading and reweaving politics, flourishing in co-construction with what I call the politicizing clinic, illustrate how decolonial pedagogies can incrementally change the patterning of social life.

Crafting urban equality through grassroots critical pedagogies: weave, sentipensar, mobilize, reverberate, emancipate.

How do ordinary citizens, activists and urban practitioners learn to become agents of change for a socially just habitat? The paper explores this question through the experiences of eight grassroots schools of popular urbanism working under the umbrella of the Habitat International Coalition (HIC) in Latin America. Building on a process of self-documentation and collective pedagogic reflection driven by the protagonists of these schools, the analysis explores the core pedagogic practices identified across the schools to enact popular urbanism as a collective and intentional praxis: to weave, sentipensar, mobilize, reverberate and emancipate. We argue that, put in motion, these pedagogic practices transgress the rules and boundaries of the formal classroom, taking participants to and through other sites and modes of learning that host significant potential to stimulate collectivizing and alternative ways of seeking change towards urban equality.

The pedagogical style of matters of study: experimenting with artistic-scientific interventions in times of corona lockdown.

This paper is based on an online experiment, conducted with bachelor students of educational sciences during the COVID-19 lockdown period in the spring of 2020. The experiment, which took place on a daily basis for a whole workweek, consisted of a series of what we have come to call "artistic-scientific interventions". These constituted a pedagogical praxis in which over a longer period of time students are challenged to collect and 'think with' artistic media as alternative ways of experiencing, studying, and evaluating the corona crisis. Our paper describes the structure and proceedings of this experiment against the background of efforts to develop a new philosophical idea of what it means to do pedagogy. This idea, inspired by philosophers of science like Bruno Latour, contests some of the classical divides that run through the educational sciences, and that we believe pose a great threat to their relevance in current times of crisis: empirical/speculative, quantitative/qualitative, natural/social, facts/meaning, object/subject, etc. What our experiment shows, beyond all obsession with validating hypotheses or consistency of results, is that art, as an education of the senses, can afford science with a much needed platform for (re)creating and/or (re)arranging circumstances in which those problematic divides may be overcome. However, what it also shows is that often this only works when art is approached, not through the lens of predominantly respresentationalist aesthetics, but as a full-fledged part of a scientific (c.q. pedagogical) discipline. Especially in a diffuse digital environment, this entails a need for transindividual, impersonal protocols which allow for both repetition, variation, and feedback, and instil a strong sense of transformative gathering and study.

Education on the Sustainable Development Goals for nursing students: Is Freire the answer?

Significant global events in recent years have had a substantial impact on the nursing profession. The COVID-19 pandemic, climate change, and systemic racism are a few of the many complex issues that create a landscape of disruption and uncertainty in healthcare. With the aims of protecting both people and the planet, the United Nations' Sustainable Development Goals offer a road map to combat these global concerns, yet require more widespread consideration as a way forward. Education on the Sustainable Development Goals is recognised as a key aspect for healthcare professionals to take action towards achieving the targets of the goals. For student nurses, the undergraduate curriculum offers an opportunity to enculturate future nurses on the important role they play in the global agenda to transform our world. Brazilian pedagogue Paulo Freire's theoretical approach to education, critical pedagogy, espouses transformation with conscientization, dialogue and liberation, which may create a paradigm shift toward global action. This discussion paper seeks to provide an argument for embedding the Sustainable Development Goals into nursing curricula using the philosophies of Freire's critical pedagogy. It will argue that a critical approach to education is required to create the transformation needed for student nurses to be educated on the Sustainable Development Goals.

From struggle to opportunity: Reimagining medical education in a pandemic era.

The COVID-19 pandemic has disrupted the international medical education community in unprecedented ways. The restrictions imposed to control the spread of the virus have upended our routines and forced us to reimagine our work structures, educational programming and delivery of patient care in ways that will likely continue to change how we live and work for the foreseeable future. Yet, despite these interruptions, the pandemic has additionally sparked a transformative impulse in some to actively engage in critical introspection around the future of their work, compelling us to consider what changes could (and perhaps should) occur after the pandemic is over. Drawing on key concepts associated with scholar Paulo Freire's critical pedagogy, this paper serves as a call to action, illuminating the critical imaginings that have come out of this collective moment of struggle and instability, suggesting that we can perhaps create a more just, compassionate world even in the wake of extraordinary hardship.

Pedagogia crítica, saúde e pandemia: uma leitura com David Kirk / Critical pedagogy, health and pandemic: a reading with David Kirk / Pedagogía crítica, salud y pandemia: una lectura con David Kirk

Este artigo discute o papel da pedagogia crítica num contexto caracterizado pela precariedade social, radicalizada pela pandemia do coronavírus. Problematiza este objetivo a luz dos recentes escritos de David Kirk, importante representante da pedagogia crítica na literatura anglófona da Educação Física.

This paper discusses the objective of critical pedagogy in the context characterized by social precarity, radicalized in the coronavirus pandemic situation. Problematize this task from the writings of David Kirk, one important representant of critical pedagogy in the anglophone literature of Physical Education

Este artículo discute el papel de la pedagogía crítica en un contexto caracterizado por la precariedad social, radicalizada por la pandemia del coronavirus. Problematiza este objetivo a partir de los recientes escritos de David Kirk, importante representante de la pedagogía crítica en la literatura anglófona de la Educación Física.

The use of system dynamics for energy and environmental education.

The use of system dynamics as a learning tool for developing sustainable energy strategies and environmental education has advanced in recent years with the availability of new modelling software and webtools. Among the existing models, we highlight the online 2050 Calculators, which aim at simulating scenarios for greenhouse gas emissions, energy planning, sustainable land use, and food consumption. The objective of this study is to assess the available calculators and their contribution to an interdisciplinary education via systems thinking. We carried out a review of the existing models worldwide and ran some of the tools with students from three different postgraduate programmes at master's level at Imperial College London (United Kingdom) and IFP School (France), whilst also assessing their individual views afterwards. The assessments were conducted once a year during three subsequent years: 2019, 2020, and 2021. The results are discussed under the epistemology of critical pedagogy, showing that the use of webtools, such as the 2050 Calculators, can significantly contribute to the students' environmental awareness and political engagement, providing important lessons about the use of system dynamics for policy and science education.

Toward 'seeing' critically: a Bayesian analysis of the impacts of a critical pedagogy.

Critical reflection supports enactment of the social roles of care, like collaboration and advocacy. We require evidence that links critical teaching approaches to future critically reflective practice. We thus asked: does a theory-informed approach to teaching critical reflection influence what learners talk about (i.e. topics of discussion) and how they talk (i.e. whether they talk in critically reflective ways) during subsequent learning experiences? Pre-clinical students (n = 75) were randomized into control and intervention conditions (8 groups each, of up to 5 interprofessional students). Participants completed an online Social Determinants of Health (SDoH) module, followed by either: a SDoH discussion (control) or critically reflective dialogue (intervention). Participants then experienced a common learning session (homecare curriculum and debrief) as outcome assessment, and another similar session one-week later. Blinded coders coded transcripts for what (topics) was said and how (critically reflective or not). We constructed Bayesian regression models for the probability of meaning units (unique utterances) being coded as particular what codes and as critically reflective or not (how). Groups exposed to the intervention were more likely, in a subsequent learning experience, to talk in a critically reflective manner (how) (0.096 [0.04, 0.15]) about similar content (no meaningful differences in what was said). This difference waned at one-week follow up. We showed experimentally that a particular critical pedagogical approach can make learners' subsequent talk, ways of seeing, more critically reflective even when talking about similar topics. This study offers the field important new options for studying historically challenging-to-evaluate impacts and supports theoretical assertions about the potential of critical pedagogies.

A critical mathematics perspective on reading data visualizations: reimagining through reformatting, reframing, and renarrating.

Data visualizations have proliferated throughout the COVID-19 pandemic to communicate information about the crisis and influence policy development and individual decision-making. In invoking exponential growth, mathematical modelling, statistical analysis, and the like, these data visualizations invite opportunities for mathematics teaching and learning. Yet data visualizations are social texts, authored from specific points of view, that narrate particular, and often consequential, stories. Their fundamental reliance on quantification and mathematics cements their social positioning as supposedly objective, reliable, and neutral. The reading of any data visualization demands unpacking the role of mathematics, including how data and variables have been formatted and how relationships are framed to narrate stories from particular points of view. We present an approach to a critical reading of data visualizations for the context of mathematics education that draws on three interrelated concepts: mathematical formatting (what gets quantified, measured, and how), framing (how variables are related and through what kind of data visualization), and narrating (which stories the data visualization tells, its potential impacts and limits). This approach to reading data visualisations includes a process of reimagining through reformatting, reframing and renarrating. We illustrate this approach and these three concepts using data visualizations published in the New York Times in 2020 about COVID-19. We offer a set of possible questions to guide a critical reading of data visualizations, beyond this set of examples.

Confronting repressive ideologies with critical pedagogy in science classrooms.

The focus of this response to Arthur Galamba and Brian Matthews's 'Science education against the rise of fascist and authoritarian movements: towards the development of a Pedagogy for Democracy' is to underpin a critical pedagogy that can be used as a counterbalancing force against repressive ideologies within science classrooms. Locating science education within the traditions of critical pedagogy allows us to interrogate some of the historical, theoretical, and practical contradictions that have challenged the field, and to consider science learning as part of a wider struggle for social justice in education. My analysis draws specifically on the intellectual ideas of Paulo Freire, whose work continues to influence issues of theoretical, political, and pedagogical importance. A leading social thinker in educational practice, Freire rejected the dominant hegemonic view that classroom discourse is a neutral and value-free process removed from the juncture of cultural, historical, social, and political contexts. Freire's ideas offer several themes of relevance to this discussion, including his banking conception of education, dialog and conscientization, and teaching as a political activity. I attempt to show how these themes can be used to advance a more socially critical and democratic approach to science teaching.