Critical Pedagogies

This research focuses on conducting action research in collaboration with teachers in a private, international school in Egypt. It aims at empowering teachers as agents of changes through a process of developing school improvement plan. The research seeks mobilizing teachers and embarks on a case study of participatory action research for school improvement in Egypt, thus not only it contributes to literature in these areas but also represents a pioneering study in the Egyptian context. The researcher works in this school and is also a graduate of it. Thus her relationship with the school community extends over a period of 15 years. This has helped in building rapport between the researcher and the school practitioners. Similar to the researcher, 50% of the school teachers and administrators have been working in the school for over 10 years or are alumni of it. This in turn enabled the school to reserve its culture for decades. Aiming at supporting the school improvement, participatory action research is employed. The purpose of this action research is not only to gain knowledge but also to undertake actions, particularly by involving teachers in the reform process where their ownership of change evolves. The research followed qualitative approach and included emergent design of which regular meetings and focus group discussions were conducted with eleven teachers and surveys with open-ended questions were administrated to 68 teachers in order to assess the school performance and develop its improvement plan. In addition, the researcher used observation and kept a record of field notes. The research reveals the main areas of strength and improvement for the school. It also brought to life many of the concepts pertaining to the literature review such as democracy, reflection, positionality, trust, internal transformation, collaboration and resistance to change. These concepts have further been demonstrated in this research by mobilizing teachers as agents of change and sharing leadership responsibilities for the school improvement.
Key words: Teacher-leader, Action Research, School Improvement

Resumen
La reflexión sobre la producción audiovisual y sobre su estatuto debe preguntarse sobre las fórmulas que fundan la creencia en una transparencia de la representación en la imagen contemporánea, de modo que sirvan en el surgimiento de un nuevo tipo de espectador.El texto trata de resumir, en primer lugar, antecedentes que han precedido el pensamiento y la acción sobre las capacidades críticas del cine y la imagen fílmica. Son los casos de Deleuze, Giroux, Rancière o didHuberman desde facetas filosóficas y estéticas, y los de la praxis de autores como Roberto Rossellini o Peter Watkins.
En segundo lugar, describe las bases y posicionamientos teóricos del colectivo Cine sin autor (CsA) que, desde el activismo político en un marco de empoderamiento ciudadano, emplea el cine con objetivos pedagógicos, como modo de subvertir los modelos clásicos de productividad social.

Abstract
Theoretical thinking on audiovisual production and its statusmust think about the modes of the belief in transparency ofcontemporary image representation. First of all, the paperattempts to summarize the precedents of the reflection about criticalcapacities of cinema and film image. This is the case ofDeleuze, Giroux, Rancière or Didi-Huberman fromphilosophical and aestheticaspects, and the practice ofauthors such as Roberto Rossellini and Peter Watkins. Secondly, this text describes the theoretical bases and collective positions of Cinema Without Author(CsA): politicalactivism and acitizen empowerment framework combines with pedagogicalpurposes. Cinema without Author proposes a new way to subvert the classic models ofsocial productivity.

This work aims to present reflections on the relationship established between Rural Education and the ways of thinking and building politics in society. This proposal invites us to reflect on the ways in which teachers, students, social movements, and the University have been building a panorama of the struggle for Education that encompasses since its genesis. work: "Educating is a political act: Education of the Countryside and its principles" we brought as thematic axes the categories of struggle, public policies, and pedagogical practices that permeate the principles of Countryside Education since the process of articulation of the struggles of social movements, the construction of public policies as well as their impacts on the pedagogical practices of schools in the countryside.
My contribution to this work was to organize the articles and edit the work with Alexandre Fraga de Araújo as well as to write a chapter together with Maria Isabel Antunes-Rocha on artistic practices denominated  "Mística" discussing this method as a pedagogical and political way.

Esta obra tem como objetivo apresentar reflexões sobre a relação que se estabelece entre a Educação do Campo e as formas de se pensar e construir a política na sociedade. Tal proposta nos convida a refletir sobre as formas com que professores, alunos, movimentos sociais e Universidade vêm construindo um panorama de luta pela Educação que engloba desde a sua gênese. obra: "Educar é um ato político: Educação do Campo e seus princípios" trouxemos como eixos temáticos as categorias de luta, políticas públicas e práticas pedagógicas que perpassam os princípios da Educação do Campo desde o processo de articulação das lutas dos movimentos sociais, a construção de políticas públicas bem como os impactos destas nas práticas pedagógicas das escolas do Campo.