Sociologiska kritikbegrepp för utbildningsvetenskapen

Abstract

Critique plays an important role within the educational field; yet it seems to function within a framework that is considerably limited by the presuppositions of its objects. Studying the debate on critique that takes place within the sociological field makes it possible to understand the forms and roles critique can take, and how to handle its immanent contradictions. It is argued that while social science can make way for critique by using totalizing theories, actors can be critical by referring to lived experience. But the latter form of critique risks to be neutralized by institutional instances of expertise. The theoretical framework presented is illustrated by an analysis of how two educations in pedagogy on an advanced level interpret their cause to equip their students with an ability to think critically. The comparison shows that one education tends to focus on expertise, and the other one is critical in a more reflexive manner. The article is concluded with a reflection on the need for a radical critique within the educational field.