共查询到20条相似文献，搜索用时 37 毫秒
1.
Open education and critical pedagogy 总被引：1，自引：0，他引：1
Robert Farrow 《Learning, Media and Technology》2017,42(2):130-146
This paper argues for a revaluation of the potential of open education to support more critical forms of pedagogy. Section 1 examines contemporary discourses around open education, offering a commentary on the perception of openness as both a disruptive force in education, and a potential solution to contemporary challenges. Section 2 examines the implications of the lack of consensus around what it means to be open, focusing on the example of commercial and proprietary claims to openness commonly known as ‘openwashing’. Section 3 uses Raymond's influential essay on open source software ‘The Cathedral and the Bazaar’ as a framework for thinking through these issues, and about alternative power structures in open education. In Section 4, an explicit link is drawn between more equal and democratic power structures and the possibility for developing pedagogies which are critical and reflexive, providing examples which show how certain interpretations of openness can raise opportunities to support critical approaches to pedagogy. 相似文献
2.
Michalinos Zembylas 《Teaching Education》2018,29(1):98-110
This paper suggests that scholarship in critical pedagogy needs to consider two important issues: first, how students’ affective life (‘affect’ and ‘emotion’ are used as interchangeable terms here) is manifested through ‘counter-conduct practices’, namely, practices of resistance that challenge dominant or hegemonic social forces; and, second, how critical pedagogies may cultivate such practices in order to inspire estrangement from hegemonic forces. Seeking to bring together these two issues, the paper explores opportunities for critical pedagogies that may subvert or redirect the conducting role of hegemonic emotion norms and rules. It is particularly emphasized that estrangement from hegemonic norms and rules is essential in developing critical and affective commitments to social justice. The conclusion points out that what are called here ‘pedagogies of affirmative estrangement’ can make a valuable intervention in the scholarship on critical pedagogy by renewing conceptualizations of the politics of the self and emotion in the classroom. 相似文献
3.
AbstractUniversity education is full of promise. Indeed universities have the capacity to create and shape, through staff and students, all kinds of enthralling ‘worlds’ and ‘new possibilities of life’. Yet students are encouraged increasingly to view universities as simply a means to an end, where neoliberal education delivers flexible skills to directly serve a certain type of capitalism. Additionally, the universal challenge of technological unemployment, alongside numerous other social issues, has become educationalised and portrayed in HE policy, as an issue to be solved by universities. The idea that more education can resolve the problem of technological unemployment is a political construction which has largely failed to deliver its promise. In this article, we look at educationalisation in hand with technologisation and we draw on a Critical Discourse Analysis of HE policies, to demonstrate the problems arising from taken for granted visions of neoliberal social development related to education, technology, and employment. To disrupt the tired visions of ‘techno-fixes’ and ‘edu-fixes’ we identify in these texts, we call for a radical re-imagining of HE policy. Instead of attributing responsibility for social change to abstract notions of education, market and technology, a new shared vision is needed where more agency is explicitly attributed to the researchers, teachers, and students who are the genuine human future of work. 相似文献
4.
John Smyth 《Educational Philosophy and Theory》2020,52(7):716-725
AbstractThis article deploys critical sociology to examine institutions of higher learning, worldwide, within a context of a more utopian set of possibilities. The article contests the idea of universities as marketplaces – competition, commercialisation and vocationalisation; the synthetic values of docility, conformity, and image/impression management; the calibration and metrification of all facets of university activity; and the containment of universities as places of dissent and social critique, shackling them instead to the whims of capitalism. As an alternative, the author explores Klein's elements of a social imaginary that involves extirpating the alien interloper neoliberal ideology that has been allowed to invade and colonise universities, and instead allowing indigenous ideologies to emerge from the discourses of those who do academic work. The austerity logic that has so poisoned universities, is replaced by the humanising and democratising practices and voices of those who have been wilfully excluded. Above all, what the author pitches towards is not ‘fixing’ our broken universities, for that would be in Klein's terms ‘fitting into the box’ that has been constructed for universities over the past half-century, but rather an ‘exploding of the box’. Examples from the author's prior community-based research are used to illustrate humanising, transformative possibilities. 相似文献
5.
Titus Hjelm 《Teaching in Higher Education》2013,18(8):871-882
Collaborative learning and critical pedagogy are widely recognized as ‘empowering’ pedagogies for higher education. Yet, the practical implementation of both has a mixed record. The question, then, is: How could collaborative and critical pedagogies be empowered themselves? This paper makes a primarily theoretical case for discourse analysis (DA) as a form of classroom practice that provides a structured framework for collaborative and critical pedagogies in higher education, with a special reference to sociology classroom practice. I develop a tripartite scheme for building a framework for sociological imagination that is, first, sensitive to the discursive aspects of social reality (learning about DA). Second, I illustrate the use of DA as pedagogical tool and classroom practice (learning with DA). Third, I discuss how discourse analytical ideas can be used in evaluating classroom interaction and how these reflexive insights can be used to enhance student empowerment (learning through DA). 相似文献
6.
Frances Howard 《The International Journal of Art & Design Education》2020,39(3):672-685
Art education is often praised for its engaging programmes and inclusive pedagogies, with many initiatives created with the intention of widening access for those who are deemed to be lacking. This article investigates one such programme – the young people’s Arts Award, which is a nationally recognised qualification for young people aged 11–25. I call upon a range of pedagogies in order to critique the Arts Award within the context of informal and alternative education settings in the United Kingdom. Drawing on a 12‐month ethnographic study, the research was conducted across five diverse programmes which included youth work projects and alternative provision. I present two cases – ‘learning to be an artist’ and ‘learning to behave’ – which demonstrate a hierarchy of pedagogy in the application of this programme across these particular contexts. Artists’ Signature Pedagogies are used as an analytical framework to explore the affordances of working with artists through the programme. Further, I engage with the Pedagogy of Poverty to demonstrate that young people who were classified as ‘dis‐engaged’ were more likely to receive lower quality programmes, low‐level work and over‐regulated teaching. I argue that despite changes to the ways that young people access art education, there continues to be unequal opportunities. This finding is significant for not only creative practitioners and youth arts workers, but also arts education policy makers and programmers. 相似文献
7.
Michalinos Zembylas 《Educational Philosophy and Theory》2013,45(10):1143-1159
This article examines the moral, political and pedagogical tensions that are created from the entanglement of patriotism and human rights, and sketches a response to these tensions in the context of critical education. The article begins with a brief review of different forms of patriotism, especially as those relate to human rights, and explains why some of these forms may be morally or politically valuable. Then, it offers a brief overview of human rights critiques, especially from the perspectives of Foucault, critical legal studies and postcolonial theory, and emphasizes that foundationalist perspectives of human rights need to be constantly contested. The next part of the article discusses how to overcome issues of incompatibility between patriotism and human rights. The final part proposes that a ‘rapprochement’ between patriotism and human rights in the context of critical education has to take into consideration that patriotic feelings (as a form of love for one’s country) constitute a particular form of ‘emotional education’. As such, the teaching of both patriotism and human rights would benefit from the notion of ‘critical pedagogies of emotion’ that interrogates the emotional commitments of patriotism and human rights and the consequences of these commitments. 相似文献
8.
ABSTRACTStudents as Partners (SAP) initiatives are often framed as opportunities to reanimate university education so that students become active participants in their learning, and change agents capable of transforming their institutions. Embedded in these framings is a view that students are also the primary ‘experts’ of their learning experiences. This shift marks curious terrain about how staff come into partnership when students are encouraged to understand themselves as experts at the very same time the purpose of universities is beset with multiple and contradictory narratives, and the whole notion of expertise – even for academics – has become unsettled by the politics of a post-truth era. If the advocacy of student expertise is to be understood as a radical intervention to the marketised neoliberal university, as is often claimed, we argue that the desire for expertise has a more compelling basis when students are engaged with what Gina Hunter calls learning to ‘see institutionally’. In this article, we both describe, and put to work, Jeffrey J. Williams’s idea ‘teach the university’ as one mechanism for students and staff working in partnership to ‘see institutionally’. We then examine the nascent efforts of our own SAP initiatives to make a case for why ‘the university’ – as idea and institution – deserves to be introduced to, studied and critically interrogated by students as part of a long tradition of inquiry. While a good many SAP initiatives aim to address where students are absent, under-represented or disempowered in the university, very few appear to take seriously that there is a field of scholarship about universities that lends credibility and contest to the notion of expertise. By staging a conceptual encounter between Williams, Hunter and our own partnership work, the potential for SAP is expanded as project that cares for the future university. 相似文献
9.
Since the neoliberal reforms to British education in the 1980s, education debates have been saturated with claims to the efficacy of the market as a mechanism for improving the content and delivery of state education. In recent decades with the expansion and ‘massification’ of higher education, widening participation (WP) has acquired an increasingly important role in redressing the under-representation of certain social groups in universities. Taken together, these trends neatly capture the twin goals of New Labour’s programme for education reform: economic competitiveness and social justice. But how do WP professionals negotiate competing demands of social equity and economic incentive? In this paper we explore how the hegemony of neoliberal discourse – of which the student as consumer is possibly the most pervasive – can be usefully disentangled from socially progressive, professional discourses exemplified through the speech and actions of WP practitioners and managers working in British higher education institutions. 相似文献
10.
Angela Daddow 《Teaching in Higher Education》2016,21(7):741-758
With the massification of higher education in a knowledge-driven economy, Western universities have struggled to keep pace with the cultural, linguistic, educational and economic diversity of university students and the complex realities of their lifeworlds. This has generated systemic inequities for diverse or ‘non-traditional’ students, and left academics with pedagogic uncertainty. This paper reports on action research that examined curricular and pedagogic practices that made elite academic codes explicit, and utilised students’ Funds of Knowledge as assets for disciplinary learning, in an Australian university. The action research confirmed the potential of creating bridges between the cultural practices and literacies of diverse students and the acquisition of disciplinary knowledge, facilitating their negotiation of multiple literacies and the successful participation of all students. Institutional arrangements – governed by economic, cultural and socio-political conditions – that enabled and constrained these potentials were highlighted, suggesting areas for negotiation for the pedagogies’ ongoing and wider use. 相似文献
11.
Katy Pilcher 《Teaching in Higher Education》2017,22(8):975-990
Drawing upon student narratives gleaned through qualitative interviews, this paper argues that teaching and learning ‘sensitive’ issues surrounding gender and sexualities through ‘creative’ pedagogies can be a mode of resistance against the reproduction of problematic social discourses, and to the negative impacts of neoliberalism on student’s learning within higher education. The findings point to the importance of speaking about sensitive issues; the value of creative approaches for enhancing learning; and that together these can enable students to articulate an agenda for social change. Students saw the ‘personal as political’ – of sharing personal journeys around sensitive issues as important. They further spoke of ‘apathy’ in an neoliberal era of student ‘consumers’ and how this could curtail ‘creative’ teaching and jeopardise learning. Overall, it is argued that creative approaches to teaching and learning sensitive issues can invoke a resistant potentiality which exposes the ‘hidden injuries’ (Gill, 2010) of the neoliberal university. 相似文献
12.
Luke Billingham 《Curriculum Journal》2016,27(4):430-453
A common charge levelled at English and Welsh citizenship education, whether taught as a separate subject or incorporated into other disciplines, is that it encourages compliance more than it inspires critical thought. There is room within the compulsory citizenship framework, however, for teachers to advance genuinely critical attributes in students. My aim here is to suggest that school History has particular potential for this, and to argue more specifically that the historical study of contingency in human affairs could advance a rich, meaningfully critical form of citizenship that contributes to Gutmann's ideal of ‘conscious social reproduction’. Gutmann's vision for citizenship centres on the idea that through critical scrutiny of present norms and institutions, students can be equipped to take part in the collective shaping of their future. Drawing on the work of social and political theorists as well as that of educationalists and philosophers of history, I argue that contingency can be rigorously and fruitfully investigated in school History, and that this could – at best – help students to develop three vital capacities for critical citizenship and conscious social reproduction: discernment of historical possibility, subtle normative reflection, and enriched political imagination. 相似文献
13.
David A. Greenwood 《Environmental Education Research》2008,14(3):336-348
Differences of perspective, standpoint and subjectivity can help to enlarge the conceptual landscape of environmental education theory. Rejections of difference, on the other hand, can become an intolerance that narrows the scope of inquiry. This rejoinder argues that Bowers’ repeated rejections of critical pedagogy are based on a partial reading of the critical tradition, and that these critiques, including his current call to ‘avoid embracing’ a critical pedagogy of place, are unnecessarily dismissive and therefore counterproductive. Environmental education has benefited and will continue to benefit from the critical tradition of which critical pedagogy is a part. Relationships and/or antagonisms are constructed through human responses and interactions. Sameshima’s pedagogical theory of parallax is introduced as a way of seeing relationships between ideas that have been thought to be opposed. Moving toward relationship rather than rivalry, the rejoinder concludes by suggesting that Bowers’ and Freire’s criticality is actually more alike than different. 相似文献
14.
ABSTRACTAs an introduction to the themed issue, this paper interrogates the idea of university unbundling through a critical reading of Ronald Coase’s theory of transaction costs. Coase, who was initially interested in the structure of firms, later applied his transaction cost theory more broadly to anything that might be defined as ‘welfare’. Not unlike other abstract economic theories, in the age of market discipline, Coase’s ideas have been widely employed to regulate the provision of public goods. Read through Coase, the main effect of the unbundling discourse has been to rationalise the university – to make it subject to a logic of efficiency as an end, and ultimately we suspect, to do damage to universities as important institutions for the cultivation of democratic values and socio-economic justice. After a brief summary of the other six papers included in the issue, the paper concludes with a discussion of the possibility of maintaining a public university in light of the neoliberal discourse of unbundling. 相似文献
15.
Tao Zhang 《Journal of Further & Higher Education》2017,41(6):857-871
There has been a good deal of research into the problems Chinese postgraduate students studying in English-speaking universities face with regard to critical thinking. This project is an attempt to tackle this issue from a new perspective. It aims to explore how a unique aspect of the university curriculum in China – the so-called ‘four treasures’ (four compulsory modules of political thought taken by all Chinese undergraduate students: ‘The Fundamentals of Marxism’; ‘Maoism and Chinese Characteristic Socialism’; ‘The Outline of Modern Chinese History’; and ‘Moral Thoughts, Legal and Civic Education’) – influence Chinese students in terms of their political and cultural values. It will trace the emergence of this programme and offer a content analysis of the curriculum. The study also uses focus groups to investigate how the Chinese postgraduate students regard their undergraduate courses in China. This article will argue that the higher education curriculum in China, which is heavily regulated by the state, has become one of the main obstacles preventing Chinese undergraduate students from developing independent and critical thinking, particularly in the arts, humanities and social sciences. 相似文献
16.
Gregory Martin 《Critical Studies in Education》2017,58(1):1-18
Across the globe, neoliberal reforms have produced effects in the higher education sector that are multiple, convergent and embodied or performed. In this context, a growing number of activist-scholars, from a range of disciplines, have explored the role of critical pedagogy within the space of the classroom. Yet, persistent critiques and challenges suggest that the field of critical pedagogy needs to build upon a richer set of theoretical and practical insights. While the discipline of geography has proven to be a generative source of learning and renewal, a recurring tendency exists within the educational literature to treat the key geographical concept of scale as a discrete, pre-given unit of analysis. Consequently, scale remains largely under-theorised and misunderstood leading to simplistic binary oppositions and choices. This binary filter underpins a comfortable but problematic ‘top-down’ and ‘bottom-up’ paradigm. Drawing upon contentious debates in the field of geography, this paper explores how the intersections between diverse spatial concepts, including scale, might be strategically deployed to rework the spatial imaginings of critical pedagogy. 相似文献
17.
《Educational Philosophy and Theory》2013,45(8):898-917
The article argues for an alliance of the capability approach developed by Amartya Sen with ideas from critical pedagogy for undergraduate university education which develops student agency and well being on the one hand, and social change towards greater justice on the other. The purposes of a university education in this article are taken to include both intrinsic and instrumental purposes and to therefore include personal development, economic opportunities and becoming educated citizens. Core ideas from the capability approach are outlined, with examples, before possible articulations of capability and Sen's notion of process freedom with critical pedagogy are investigated. It is argued that each approach has something to offer when brought alongside as ‘critical capability pedagogies’, which seek to enhance and expand student experiences of learning and their ‘valuable beings and doings’. Finally core capabilities in a university education are considered and some of the problems of domesticating the capability approach addressed. 相似文献
18.
19.
This article takes on some of care theorist Joan Tronto's ideas on care and responsibility and asks what implications they have for critical pedagogies in higher education. The authors argue that Tronto's political ethics of care framework enriches the transformative potential of critical pedagogies, because it helps expose how power and emotion operate through (ir)responsibility. In particular, Tronto's notion of ‘privileged irresponsibility’ is analysed in relation to the gendered and emotional ideologies and practices that are constructed discursively and materially. It is argued that critical pedagogies of emotion grounded in Tronto's political ethics of care provide the concepts and openings to critically explore the emotions arising from failing to recognise different teachers' and students' needs and from engaging in practices of privileged irresponsibility. Also, critical pedagogies of emotion encourage students and educators to be attentive to their own emotional positions and practices with regard to caring responsibilities and (gendered and other) privileged irresponsibilities. 相似文献
20.
Hannah K. Miller 《Environmental Education Research》2018,24(6):845-858
Environmental education (EE) has a history of support for critical place-based pedagogy as a means of learning through engagement in space, both cultural and biophysical. In this paper I tell the story of how Franco – a non-white, non-American undergraduate – engaged with local discourses in a watershed-focused EE program in the rural Midwestern US. I examine how the five tenets of critical race theory (CRT) can be used to interpret Franco’s experience, where he encountered multiple instances of racism and xenophobia. I argue that without a critical analysis of race in place-based EE programs, instructors may (a) privilege their own ways of knowing in local settings, (b) rely on ‘grit’ narratives as mechanisms for mediation of racism, and (c) send non-white students home having learned that they cannot effect meaningful change for sustainability. I conclude with recommendations for faculty in predominantly white institutions on how CRT might foster the development of critical consciousness of race in place-based EE programs. 相似文献