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dc.contributor.advisorMoll, Luis C.en_US
dc.contributor.authorCastillo, Josefina Martha
dc.creatorCastillo, Josefina Marthaen_US
dc.date.accessioned2013-04-11T08:33:13Z
dc.date.available2013-04-11T08:33:13Z
dc.date.issued2000en_US
dc.identifier.urihttp://hdl.handle.net/10150/279807
dc.description.abstractThis research focuses on the gender problem within popular education. It is centered on a case study of Mujeres para el Dialogo, a non-governmental organization in Mexico City that draws on popular education techniques to empower grassroots and peasant women. The general theoretical framework is based on critical theory, from which critical pedagogy is developed to establish the connection with popular education. The work also includes a feminist critique to both critical theory and pedagogy, supported by the field work on Mujeres para el Dialogo. The methodological approach is shaped by qualitative analysis such as participatory research, using participant observation, interviews, and review of documentation as analytical tools. Gender, social class, and spirituality were the categories that guided the field work and analysis. Findings suggest the convenience to incorporate gender in popular education techniques in order to procure a more integral methodology in every conscious awareness process, as well as the need to document women's experiences in a historical perspective.
dc.language.isoen_USen_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.subjectSocial Work.en_US
dc.subjectWomen's Studies.en_US
dc.subjectEducation, Adult and Continuing.en_US
dc.titleMujeres para el dialogo: Un proyecto de educacion popular entre mujeresen_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
thesis.degree.grantorUniversity of Arizonaen_US
thesis.degree.leveldoctoralen_US
dc.identifier.proquest3002525en_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineLanguage, Reading & Cultureen_US
thesis.degree.namePh.D.en_US
dc.identifier.bibrecord.b41426848en_US
refterms.dateFOA2018-06-16T01:17:12Z
html.description.abstractThis research focuses on the gender problem within popular education. It is centered on a case study of Mujeres para el Dialogo, a non-governmental organization in Mexico City that draws on popular education techniques to empower grassroots and peasant women. The general theoretical framework is based on critical theory, from which critical pedagogy is developed to establish the connection with popular education. The work also includes a feminist critique to both critical theory and pedagogy, supported by the field work on Mujeres para el Dialogo. The methodological approach is shaped by qualitative analysis such as participatory research, using participant observation, interviews, and review of documentation as analytical tools. Gender, social class, and spirituality were the categories that guided the field work and analysis. Findings suggest the convenience to incorporate gender in popular education techniques in order to procure a more integral methodology in every conscious awareness process, as well as the need to document women's experiences in a historical perspective.


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