Neoliberalizem v geografskem izobraževanju

• Main Author: Podbevšek, Tina
• Other Authors: Konečnik Kotnik, Eva
• Format: Master Thesis
• Language: Slovenian
• Published: T. Podbevšek 2018
• Subjects: neoliberalizem; kritična geografija; družba znanja; vseživljenjsko učenje; učenje učenja; trajnostni razvoj; kritična pismenost; participatorno akcijsko raziskovanje; neoliberalism; critical geography; knowledge society; life-long learning; learning to learn; sustainable development; critical literacy; participatory action research; info:eu-repo/classification/udc/37.091.2/.3:91(043.2); sami
• Online Access: https://dk.um.si/IzpisGradiva.php?id=70098; https://dk.um.si/Dokument.php?id=124304&dn=; https://plus.si.cobiss.net/opac7/bib/24086280?lang=sl

Neoliberalizem je politično ekonomska praksa, ki je postala vodilna doktirna našega časa. V teoretičnem delu magistrske naloge smo predstavile kratko zgodovino neoliberalizma in njegove posledice, ki se odražajo v družbi in s tem tudi v šolstvu. Kot metoda analize obstoječega sistema pa postaja vse bolj mednarodno priznana kritična geografija, ki skozi etično in politično prizmo raziskuje ter razkriva razmerja moči in neenakosti v družbi. Prav tako preizprašuje obstoječo geografsko znanost in njene prakse poučevanja. Predstavile pa smo tudi vlogo kritičnih geografov in geografinj, ki morajo kot intelektualci in intelektualke (po)ostati glasniki družbenih sprememb in tako mlade usmerjati v kritično ter kreativno soustvarjanje pravične prihodnosti za vse. V aplikativnem delu smo pod drobnogled vzele termine, ki so postali sestavni del geografskega izobraževanja in učnega načrta. S pomočjo kritične analize terminov kot so družba znanja, vseživljensko učenje, učenje učenja in trajnostni razvoj smo predstavile, kako lahko nekritična uporaba tovrstnega diskurza v geografski pouk vnaša vrednote, stališče in poglede na svet, ki podpirajo obstoječi neoliberalni gospodarski in politični sistem. Poleg tega smo podrobno predstavile dve alternativni metodi za poučevanje geografije in sicer kritično pismenost in participatorno akcijsko raziskovanje, ki sta primerni za uporabo pri poučevanju geografije. Obe lahko služita kot orodje za naslavljanje nepravičnosti v neoliberalnem sistemu in usmerjata k aktivni in pravični participaciji ne samo učencev in učenk temveč vseh udeleženih subjektov. S pomočjo empirične raziskave, ki izhaja iz teoretičnega in aplikativnega dela, pa smo na koncu predstavile še stališča intervjuvanih učiteljev in učiteljic geografije o tem, ali neoliberalizem vpliva na šolsko geografijo, kaj je za njih kritična geografija in ali se sami dojemamjo za aktiviste oz. aktivistke. Neoliberalism is a political and economic practice that has become a leading doctrine in our time. In the theoretical segment of this master’s thesis, we show the brief history of neoliberalism, as well as the impact neoliberalism has on our society and, consequently, on our schooling system. Critical geography, a way of exploring and exposing balance of power and inequality within society through the prism of ethics and politics, is increasingly becoming an internationally praised method of analysing the existing system. It also questions and re-evaluates the current geography science and its teaching practices. Apart from that, we present the role of critical male and female geographers whose duty as intellectuals is to become the voice of social changes and to guide the young towards a critical and inventive co-creation of a fair future for everyone. In the applied research segment, we scrutinized the terminology that has become the core of teaching geography and the curriculum. By critically analysing terms such as knowledge society, life-long learning, learning to learn, and sustainable development, we demonstrated how a non-critical use of such discourse injects geography classes with values, opinions and worldviews which all support the existing neoliberal economic and political system. In addition, we discussed in depth two alternative methods of teaching geography, i.e. critical literacy and participatory action research. Both might serve as a tool to address the injustices in the neoliberal system and they guide towards active and fair participation of not only male and female pupils but of all the subjects concerned. Finally, with the aid of the empirical research, based on the theory and application, we examined the opinions of surveyed male and female geography teachers regarding influences of neoliberalism on geography as a school subject, what they believe critical geography is and whether or not they perceive themselves as activists.