Abstract
Globalization is a dynamic and complex process and phenomenon of human interactions, and people in each social context inevitably feel the impact of such mutual contacts. With the effect of globalization getting stronger, humans encounter a greater level of uncertainty and their values are challenged by a greater level of diversity. It is thus difficult for humans to face the trend of globalization with a fixed and unitary value system. In the future, it is foreseeable that globalization is unabating and ceaseless. Whether globalization brings chances or crises depends on how well individuals and society are able to respond to it. Since education is a reflection of society, it cannot escape from the influence of globalization. Teachers and students socialize in the continually-evolving global village and face the challenges that emerge from both inside and outside their own life circle. Confronted with the frequency of cultural interactions and the confusion of power competition, the crucial issues for both teachers and students focus on how to face the impact of globalization, how to enhance the capability of dealing with intercultural issues, and how to dismantle the dominion of cultural hegemony and oppression. Situated in Paulo Freire's dialogic pedagogy, this article addresses the transformation of teacher-pupil relationships in the global era and highlights the significance of achieving dialogic pedagogy and actualizing democracy in an educational setting.
| Translated title of the contribution | The Reconstruction of Teacher-pupil Interactions in the Era of Globalization: Paulo Freire's Critical Pedagogy Perspective |
|---|---|
| Original language | Chinese (Traditional) |
| Pages (from-to) | 1-31 |
| Number of pages | 31 |
| Journal | 教育學誌 |
| Issue number | 33 |
| Publication status | Published - 2015 |
Keywords
- globalization
- teacher-pupil interaction
- critical pedagogy