Costantino, Anna (2021) Nurturing biophilic pedagogies against neoliberal practices: a case for a Freirean-based ecological practitioner inquiry. In: 2021 AERA Annual Meeting (The American Educational Research Association, 8th –12th April, 2021, Virtual.

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Abstract

This paper focuses on three Freirean tenets, which I deploy as a springboard to make a case for an inclusive ecological practitioner inquiry that can be levelled against neoliberal objectifying practices. I argue that incorporating those tenets in practitioner inquiry enables educational practitioners to overcome two educational contradictions: the Freirean teacher/student and the teacher/student-researcher contradictions. The Freirean tenets are untraveled in relation to analogies Freire mentions in relation to dialogical and problem-posing pedagogy vs banking education: biophilic education, “object”, and the corpo consciente. In this conceptual discussion, drawing on my practical and conceptual work as a practitioner-researcher, I develop those analogies to argue for a practitioner inquiry as a biophilic practice to be embedded in our daily pedagogy.

Item Type:	Conference or Conference Paper (Paper)
Uncontrolled Keywords:	biophilic pedagogy, dialogical education, emancipatory practices, exploratory practice, Freirean inquiry, neoliberalism, practitioner research, reflexivity
Subjects:	H Social Sciences > H Social Sciences (General) J Political Science > JA Political science (General) L Education > L Education (General)
Faculty / School / Research Centre / Research Group:	Faculty of Law, Arts and Social Sciences Faculty of Law, Arts and Social Sciences > School of Humanities and Social Sciences
Last Modified:	19 Aug 2025 14:18
URI:	https://gala.gre.ac.uk/id/eprint/50935

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