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Growth, Employment, and Poverty in Latin America

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Book Series: WIDER Studies in Development Economics ISBN: 9780198801085 Year: Pages: 528 DOI: 10.1093/oso/9780198801085.001.0001 Language: English
Publisher: Oxford University Press Grant: UNU WIDER
Subject: Economics
Added to DOAB on : 2017-05-24 11:01:59
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This book examines the links between economic growth, changing employment conditions, and the reduction of poverty in Latin America in the 2000s. Our analysis answers the following broad questions: Has economic growth resulted in gains in standards of living and reductions in poverty via improved labour market conditions in Latin America in the 2000s, and have these improvements halted or been reversed since the international crisis of 2008? How do the rate and character of economic growth, changes in the various employment and earnings indicators, and changes in poverty and inequality indicators relate to each other? Our contribution is an in-depth study of the multi-pronged growth-employment-poverty nexus based on a large number of labour market indicators (twelve employment and earnings indicators and four poverty and inequality indicators) for a large number of Latin American countries (sixteen of them). The book presents a positive and hopeful set of findings for the period 2000 to 2012/13. Economic growth took place and brought about improvements in almost all labour market indicators and consequent reductions in poverty rates. But not all improvements were equal in size or caused by the same things. Some macroeconomic factors were associated with changes in labour market conditions, some of them always in the welfare-improving direction and some others always in the welfare-reducing direction. Most countries in the region suffered a deterioration in at least some labour market indicators as a consequence of the international crisis of 2008, but the negative effects were reversed very quickly in most countries.

The Pedagogics of Liberation

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ISBN: 9781950192274 9781950192281 Year: Pages: 204 DOI: 10.21983/P3.0257.1.00 Language: English
Publisher: punctum books
Subject: Education --- History --- Migration --- Economics
Added to DOAB on : 2019-08-20 11:21:02
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"Enrique Dussel is considered one of the founding philosophers of liberation in the Latin American tradition, an influential arm of what is now called decoloniality. While he is astoundingly prolific, relatively few of his works can be found in English translation — and none of these focus specifically on education. Founding members of the Latin American Philosophy of Education Society David I. Backer and Cecilia Diego bring to us Dussel’s The Pedagogics of Liberation: A Latin American Philosophy of Education, the first English translation of Dussel’s thinking on education, and also the first translation of any part of his landmark multi-volume work Towards an Ethics of Latin American Liberation.

Dussel’s ouevre is an impressive intellectual mosaic that uses Europeans to disrupt European thinking. This mosaic has at its center French philosopher Emmanuel Levinas, but also includes Ancient Greek philosophy, Thomist theology, modern Enlightenment philosophy, analytic philosophy of language, Marxism, psychoanalysis (Freud, Klein, evolutionary psychology, neuroscience), phenomenology (Sartre, Heidegger, Husserl, Hegel), critical theory (Frankfurt School, Habermas), and linguistics. Dussel joins these traditions to Latin American history, literature, and philosophy, specifically the work of Octavio Paz, Ivan Illich, and the philosophers of liberation whom Dussel studied with in Argentina before his exile to Mexico in the late 1970s.

Drawing heavily from the ethics of Levinas, Dussel examines the dominating and liberating features of intimate, concrete, and observable interactions between different kinds of people who might sit down and have face-to-face encounters, specifically where there may be an inequality of knowledge and a responsibility to guide, teach, learn, care, or study: teacher–student, politician–citizen, doctor–patient, philosopher–nonphilosopher, and so on. Those occupying the superior position of these face-to-face encounters (teachers, politicians, doctors, philosophers) have a clear choice for Dussel when it comes to their pedagogics. They are either open to hearing the voice of the Other, disrupting their sense of what is and should be by a newness beyond what they know; or, following the dominant pedagogics, they can try to communicate and instruct their sense of what is and should be (which Dussel, in a Latin American context, associates with dominant cultures) to the (supposed) tabula rasas in their charge. Dussel calls that sense of what is and should be “lo Mismo.” [The French in Levinas is “le Même,” and Backer and Diego have translated Dussel’s “lo Mismo” as “the Same.”]

This groundbreaking translation makes possible a face-to-face encounter between an Anglo Philosophy of Education and Latin American Pedagogics. “Pedagogics” should be considered as a type of philosophical inquiry alongside ethics, economics, and politics. Dussel’s pedagogics is a decolonizing pedagogics, one rooted in the philosophy of liberation he has spent his epic career articulating. With an Introduction by renowned philosopher Linda Martin Alcoff, this book adds an essential voice to our conversations about teaching, learning, and studying, as well as critical theory in general."

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