Keywords
educational methodology
emancipatory education
empowerment
PRISMA methodology
emancipatory education
empowerment
PRISMA methodology
How to Cite
Alvarez Zurita, A. M., Camacho, D., Velasco Pullupaxi, E. S., & Andocilla Andrade, C. A. (2024). Emancipatory education in the Ecuadorian context: a systematic literature review. Minerva, 5(13), 98-108. https://doi.org/10.47460/minerva.v5i13.156
Abstract
Emancipatory education is presented as an educational methodology that promotes the empowerment of students to achieve concrete learning goals. In this context, this paper presents a detailed literature review on the subject, to know the characteristics and global trends in emancipatory education. For this, the PRISMA methodology of the bibliographic review was used, and published works from the years 2023 and 2024 were selected, in Scopus databases. The main findings reveal that the topic of the study had a great emphasis in 2023 and that the main countries conducting research in this area are the United States and Brazil. This indicates that emancipatory education continues to be an issue of great international importance and therefore, it is necessary to develop a Latin American initiative.
References
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[14] Scopus, «Analyze search results,» Scopus, 2024. [En línea]. Available: https://www-scopus-com.bibliotecavirtual.udla.edu.ec/term/analyzer.uri?sort=plf-f&src=s&sid=6038c332370a3b762714b5b39b7aa15e&sot=a&sdt=a&sl=37&s=TITLE-ABS-KEY%28emancipatory+education%29&origin=resultslist&count=10&analyzeResults=Analyze+results. [Último acceso: 29 02 2024].
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[2] G. Assante, N. Popa y T. Gradinariu, «Evidence to the Need for a Unifying Framework: Critical Consciousness and Moral Education in Adolescents Facilitate Altruistic Behaviour in the Community,» Behaviour in the Community. , vol. 12, p. 376, 2022.
[3] B. Hooks, Teoría feminista de los márgenes al centro, Nueva York, Estados Unidos: mapas, 2015.
[4] M. Karwowski y B. Milerski, «Educational Rationality: Measurement, Correlates, and Consequences,» Education Science, vol. 11, p. 182, 2021.
[5] L. González Martínez, «La Pedagogía Crítica de Henry A. Giroux,» Revista Electrónica Sinéctica, vol. 29, nº agosto-enero, pp. 83-87, 2006.
[6] A. Davis, Freedom Is a Constant Struggle: Ferguson, Palestine, and the Foundations of a Movement, Illinois, Estados Unidos: Haymarket Books, 2016.
[7] S. Gormally, A. Coburn y E. Beggan, «Idealistic Assertions or Realistic Possibilities in Community and Youth Work Education,» Education Science, vol. 11, p. 561, 2021.
[8] D. Allu, N. Govender y A. James, «Cultural Production, Reproduction and Subversion of Gender Stereotyping among Pre-Service Science Teachers: Insights from Science Educators,» Education Science, vol. 12, p. 621, 2021.
[9] E. Lyle, «Every Seashell Is a Story,» Qualitative Inquiry, vol. 30, nº 2, pp. 82-83, 2024.
[10] G. Tebes, D. Peppino, P. Becker y L. Olsina, «Especificación del Modelo de Proceso para una Revisión Sistemática de Literatura . Specifying the Process Model for a Systematic Literature Review,» Universidad Nacional de la Pampa, La Pampa, 2019.
[11] D. Allu, N. Govender y A. James, «Reproduction and Subversion of Stereotyping among Pre-Service Science Teachers: Insights from Science Educators,» Education Science, vol. 12, nº 9, p. 621, 2022.
[12] S. E. Zarrow, «From Relief to Emancipation Cecylia Klaftenowa’s Vision for Jewish Girls in Interwar Lwów,» Polin: Studies in Polish Jewry, vol. 36, pp. 291-308, 2024.
[13] A. N. Masegosa, «Modern School, emancipatory culture and Latin America,» Perfiles Latinoamericanos, vol. 31, nº 61, 2023.
[14] Scopus, «Analyze search results,» Scopus, 2024. [En línea]. Available: https://www-scopus-com.bibliotecavirtual.udla.edu.ec/term/analyzer.uri?sort=plf-f&src=s&sid=6038c332370a3b762714b5b39b7aa15e&sot=a&sdt=a&sl=37&s=TITLE-ABS-KEY%28emancipatory+education%29&origin=resultslist&count=10&analyzeResults=Analyze+results. [Último acceso: 29 02 2024].
[15] I. Cennamo, M. Kastner y L. Tett, «A Comparative Study of Values-Based Fields of Adult Learning and Education in Austria, Scotland, and South Tyrol, Italy: Practitioners Resisting Neoliberal Tendencies Based on Their Ideas of Social Justice,» Adult Education Quarterly, vol. 74, nº 1, pp. 23-42, 2024.
[16] L. Castañeda, I. Haba-Ortuño, D. Villar-Onrubia, V. Marín, G. Tur, J. Ruipérez y B. Wasson, «Developing the DALI Data Literacy Framework for critical citizenry,» RIED-Revista Iberoamericana de Educacion a Distancia, vol. 1, nº 289-318, p. 27, 2024.
[17] G. Panagiotis, «Inclusion classes in Greek education: Political and social articulations. An interpretive phenomenological analysis,» Journal of Research in Special Educational Needs, 2024.
[18] N. Hanlon, «Relational pedagogy in social care education: a model for relational justice,» Social Work Education, 2024.
This work is licensed under a Creative Commons Attribution 4.0 International License.
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