Critical pedagogy can be used effectively to engage with a wide variety of important social issues in contemporary society. Within the post-secondary context, one such avenue of investigation involves critically analysing the investments of
Questioning our post-secondary institutions’ investment strategies
David P. Thomas
Peter McLaren and Ramin Farahmandpur
As we lean into the gusty winds of the approaching millennium, squaring our shoulders and lowering our heads against an icy unknown, we discover much to our surprise that the future has already arrived; that it has silently imploded into the singularity of the present. We are lost in a crevice in the ‘wrong side’ of history, in a furious calm at the end of a century-old breath, doing solitary confinement in the future anterior. Time has inhaled so hard that it has lodged us in its lungs, compressing us into shadowy, ovaloid spectres out of the horror classic, Nosferatu. Capitalism has authored this moment, synchronising the heartbeat of the globe with the auto-copulatory rhythms of the marketplace; deregulating history; downsizing eternity.
This interdisciplinary paper is about applying Adult Education methods of learning and teaching to higher education. I argue that higher education students need to be stimulated via interactive methods that improve their motivation and lead them to question the value system/s that exist around them. A Freirean approach as used in the teaching of Adult Literacy and English for Speakers of Other Languages (ESOL) was applied to a group of 'elite' students at the University of Birmingham who were taking a language foundation course. As a sociolinguist and ESOL practitioner from a black perspective, I argue that the understanding of concepts of language and racism, imperialism and social class can best be facilitated using such an approach. Taking groups of students through this learning journey is challenging for higher education practitioners and the results add a relatively new dimension to the collective reflection on learning and teaching in higher education today.
Joanna L. Mosser
Scholars identify the classical and neoliberal commitment to consumption, production, and self-directing individualism as a cultural barrier to ecological thinking and action. The state's complicity in the production of market-based norms and practices hostile to ecological thinking is widely acknowledged. Some solutions, in turn, advocate the liberating force of critical pedagogies that cultivate alternative conceptions of the individual, place, production, consumption, and environment. Missing in this literature is a consideration of the implications of state-based instructional methods for the pursuit of such critical, liberating pedagogies. This article revisits the sovereign territorial state as a modern form of political authority and explores the implications of the state's project of self-authoring standardization and consolidation for the development of ecological thinking and action. The epistemology and ontology of the modern state is rooted in a praxis of subject-hood that dismisses, and constructs as dangerous, the anarchic, self-authoring tendencies of the everyday. Recovering the everyday as a site of authorship, agency, and choice is a first step to creating individuals who take seriously the demands of ecological thinking and action.
Neoliberal values and ideology, which have broadly undermined social justice ideals, have been inserted into a range of public spheres both in the U.S.A. and internationally. Public higher education institutions have increasingly acquiesced to neoliberal strategies, which restrict access to public services, commodify the public sphere and challenge the legitimacy of progressive and liberal politics. This article explores some neoliberal practices at one public institution of higher education in the United States. I present three incidents that took place between 2000 and 2006 at a college that is part of a public State University system: a shift to disparagement of 'activism' in a college that had prided itself on its activist traditions; a confusion over the profitable marketability of Global Black Studies, in a context where political pressures diminished 'minority' perspectives in the interest of reasserting homogeneous 'Western civilisation'; and a partnership between this public college and a prestigious private university. In each case I explore my own response in terms of faculty governance, and how I developed new courses and pedagogies to open up these aspects of the operation of neoliberalism to critical examination by students. These incidents show how neoliberal practices create fear and feelings of vulnerability among faculty, especially faculty members of colour; they also show the importance of developing critical pedagogies to expose their assaults on social justice and equity.
problematising citizenship in the social sciences curriculum
Judith Burnett and Erika Cudworth
This article explores the critical pedagogical issues that emerge when attempting to develop active citizenship among undergraduates as an integral part of the student experience. It presents part of the findings from a C-SAP-funded project (Gifford et al. 2006) that we undertook with a partner higher education institution. This article explores our particular contribution carried out in a post-1992 London higher education institution. Our innovations in the social sciences undergraduate curriculum aimed at creating situations in which students would explore the diversity of citizenship in educational settings, namely, a local school, a further education college, and Summerhill School (founded by A.S. Neill). The research leads us to conclude that citizenship is a problem of praxis influenced and shaped by the local-global contexts of communities with diverse heritages of meaning, stratified social settings, and specific local and historical characteristics. This challenges the notions underpinning the Crick curriculum with its national orientation, and demonstrates the need to sensitise citizenship learning experiences to the needs of students and staff embedded in their social contexts. Such an approach can be understood as a form of situated citizenship characterised by active engagement with an assumption of heterogeneity which is positively sensitive to diversity.
Penny Welch and Susan Wright
courses can be enhanced. David P. Thomas advocates the use of critical pedagogy in post-secondary social science classrooms in the first article. When students get the chance to shape aspects of the curriculum and to work collaboratively on the analysis
notion of the unfinished or the unready or the unfit’ ( Bousquet, Harney and Moten 2009: 170–173 ; see also Harney and Moten 2013 ). This distinction resembles that drawn between Freirian and other models of critical pedagogy, in which the former centres
Lisen Dellenborg and Margret Lepp
and action: ‘One learns through performing, then performs the understanding so gained’ (1982: 94). Norman K. Denzin (2003: 14 ) has profoundly developed performance ethnography together with critical pedagogy as political tools to ‘give a voice to the
Neriko Musha Doerr
. Informed by Ally’s case, classroom teaching during or outside studying abroad can encourage students to share their own viewpoints connected to their subject positions at various levels, similar to the ways suggested by Critical Pedagogy (see Giroux 2007