Critical Education最新文献

The Critique of the Critical Critique of Critical Pedagogy: Freire, Suchodolski and the Materialist Pedagogy of Emancipation 批判教育学的批判:弗莱雷、苏霍多尔斯基与唯物主义解放教育学

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Critical Education Pub Date : 2021-02-15 DOI: 10.14288/CE.V12I4.186502

Piotr Sta´nczyk

{"title":"The Critique of the Critical Critique of Critical Pedagogy: Freire, Suchodolski and the Materialist Pedagogy of Emancipation","authors":"Piotr Sta´nczyk","doi":"10.14288/CE.V12I4.186502","DOIUrl":"https://doi.org/10.14288/CE.V12I4.186502","url":null,"abstract":"The primary purpose of this article is to present the critique of critical pedagogy in analogy to Karl Marxʼs and Friedrich Engelsʼs critique of critical critique and through the materialist theory of education developed by the Polish philosopher of education and Marxist Bogdan Suchodolski, whose work, Fundamental Ideas of a Materialist Theory of Education, was a great source of inspiration for Paulo Freire while writing Pedagogy of the Oppressed. Critical pedagogy has reached an impasse when it has departed from Marxism and started to depreciate the matter of social class and class struggle, which is best reflected by Henry A. Girouxʼs damaging statements about the Marxist theory of education. On the other hand, it cannot be denied that North American critical pedagogy was strongly influenced by Paulo Freire, who was, in return, affected significantly by Bogdan Suchodolski, as Jason Mafra demonstrates convincingly. Thus, the article examines to what extent Marxʼs and Engelʼs idea of dialectical materialism is visible in Freireʼs pedagogy of emancipation. The analysis of materialist theory of education combined with the analysis of Freireʼs concepts from the period of great literacy campaigns in Africa (especially Sao Tome and Principe) reveals a possibility of resolving the impasse of critical pedagogy through a transition to emancipatory thing-centred pedagogy since both the valid critique of ideology and permanent social change have a material form.","PeriodicalId":10808,"journal":{"name":"Critical Education","volume":"7 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2021-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75765029","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

How to Get a Life: Humanities Education in the age of Neoliberal Exhaustion 如何获得生命:新自由主义枯竭时代的人文教育

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Critical Education Pub Date : 2021-02-01 DOI: 10.14288/CE.V12I3.186626

Alexandra Perisic

引用次数: 2

Teaching as Intellectual Solidarity 作为智力团结的教学

IF 1

Critical Education Pub Date : 2021-01-03 DOI: 10.14288/CE.V12I1.186451

K. Magill, Arturo Rodriguez

{"title":"Teaching as Intellectual Solidarity","authors":"K. Magill, Arturo Rodriguez","doi":"10.14288/CE.V12I1.186451","DOIUrl":"https://doi.org/10.14288/CE.V12I1.186451","url":null,"abstract":"This paper is a critical case study, which proposes intellectual solidarity as a grounding framework for education. Our initial assumptions considered the following: first, what are those antagonisms limiting authentic human relationships and social transformation in schooling and society? Second, what are some of the dispositions, pedagogies, and experiences of teachers who identify as critical educators and endeavor to transform those antagonisms with students and community members? As we proceed, we describe what we understand to be the interconnected relationship between alienation, schooling, and socialization. Our claim is the relationship between intellectualism and solidarity might be understood as an important remedy to the harmful ideologies limiting personal freedoms and especially collective agency. We identify middle class neoliberal whiteness as the prevailing ideological construct limiting the type of work teachers might otherwise conduct. We further argue teachers might begin by adopting and embodying a critical ontological pedagogical posture to focus more transformational forms of learning. Finally, we acknowledge intellectual solidarity is not a series of practices, but rather an approach working toward informed collective agency.","PeriodicalId":10808,"journal":{"name":"Critical Education","volume":"7 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2021-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84178415","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 10

Academic Ableism and Students with Intellectual/Development Disabilities: 学业障碍与智力/发展障碍学生:

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Critical Education Pub Date : 2020-11-30 DOI: 10.14288/CE.V11I17.186501

Sean Kamperman

{"title":"Academic Ableism and Students with Intellectual/Development Disabilities:","authors":"Sean Kamperman","doi":"10.14288/CE.V11I17.186501","DOIUrl":"https://doi.org/10.14288/CE.V11I17.186501","url":null,"abstract":"Per laws such as the Americans with Disabilities Act and the Family Educational Rights and Privacy Act, college students with intellectual/developmental disabilities (I/DD) in the United States are expected to be self-advocates and speak up for needed accommodations, regardless of diagnosis or condition. Students with I/DD in particular are frequently taught the dominant view of self-advocacy as a set of skills whereby they achieve self-determination. This view undersells the degree to which self-advocacy is a rhetorical enterprise, wherein students craft their speech to achieve immediate social purposes; and it elides the political history of self-advocacy in the U.S. and its ties to the adult self-advocacy movement. In light of these considerations, I seek to understand how ableism on college campuses gives shape to particular ideas about self-advocacy. Through five student interviews, I analyze how everyday talk about self-advocacy on a university campus is constructed through ableist discourses privileging mastery, concealment of bodily difference, and autonomy. Based on this analysis, I argue that it is necessary that educators reimagine self-advocacy as a collective responsibility engaging students, faculty, administrators, and staff in creating more accessible campus cultures, rather than as a hyper-individualized, self-directed pursuit of personal goals.","PeriodicalId":10808,"journal":{"name":"Critical Education","volume":"13 4 1","pages":"21-38"},"PeriodicalIF":1.0,"publicationDate":"2020-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82712952","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

“Disabled or Not, People Just Want to Feel Welcome”: Stories of Belonging from College Students with Intellectual Disability “残疾与否，人们只是想感受到受欢迎”:智障大学生的归属感故事

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Critical Education Pub Date : 2020-09-16 DOI: 10.14288/CE.V11I17.186499

Laura T. Eisenman, Rosalie Rolón-Dow, B. Freedman, A. Davison, Nefetaria A. Yates

{"title":"“Disabled or Not, People Just Want to Feel Welcome”: Stories of Belonging from College Students with Intellectual Disability","authors":"Laura T. Eisenman, Rosalie Rolón-Dow, B. Freedman, A. Davison, Nefetaria A. Yates","doi":"10.14288/CE.V11I17.186499","DOIUrl":"https://doi.org/10.14288/CE.V11I17.186499","url":null,"abstract":"As part of a larger storytelling project with college students belonging to minoritized social groups, nine young adults from an inclusive college program for students with intellectual disability (ID) participated in narrative interviews. All were invited to tell stories about campus incidents of microaggression and microaffirmation related to their disability. They also were invited to tell stories about other social identities they claimed. Stories were analyzed thematically and for correspondence with findings from previous studies involving other social identity groups. Students told a variety of stories about interpersonal incidents on campus that made them feel respected or disrespected. They also shared stories of institutional encounters that influenced their sense of acceptance at the university. Although they told more stories about microaffirmations, they were not immune to microaggressions. However, many of the students’ microaffirmation stories placed importance on not being perceived as different rather than a clear affirmation of disability identity. Students’ stories have implications for fostering a campus climate where students with ID are respected and included and where ableism is addressed in substantial ways.","PeriodicalId":10808,"journal":{"name":"Critical Education","volume":"56 1","pages":"1-21"},"PeriodicalIF":1.0,"publicationDate":"2020-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91372523","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Aesthetics, Culture, Power: Critical Deaf Pedagogy and ASL Video-publications as Resistance-to-Audism in Deaf Education and Research 美学、文化、权力:批判的聋人教育学与美国手语视频出版物在聋人教育与研究中的抗听主义

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Critical Education Pub Date : 2020-09-09 DOI: 10.14288/CE.V11I15.186497

Michael E. Skyer, Laura Cochell

引用次数: 5

It would be simpler to see success without dominating discourse of ability 如果不主导关于能力的讨论，就会更容易看到成功

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Critical Education Pub Date : 2020-08-31 DOI: 10.14288/CE.V11I14.186516

Casey L. Woodfield, V. Katherine, Jenn Seybert, S. Kurup, Jamie N. Burke, Christine Ashby, Brianna Dickens

{"title":"It would be simpler to see success without dominating discourse of ability","authors":"Casey L. Woodfield, V. Katherine, Jenn Seybert, S. Kurup, Jamie N. Burke, Christine Ashby, Brianna Dickens","doi":"10.14288/CE.V11I14.186516","DOIUrl":"https://doi.org/10.14288/CE.V11I14.186516","url":null,"abstract":"This paper engages with and reflects the college experiences of three college students/graduates who type to communicate, chronicled through ongoing conversations with one another and a group of co-inquirers, focused on understanding experiences in higher education. Grounded in a disability studies in education framework, this work draws on narrative inquiry and collaborative qualitative analysis of discussions over three years in a co-constructed digital interspace. Key findings include: the role of mentorship and connection; navigating the system; controlling the narrative; and traversing new methodological and relational landscapes. Together, these conversations about neurodivergent communicative experiences in higher education tell stories of agency, friendship, affiliation, and advocacy against a backdrop of ableism. Through illustrative dialogic moments, we grapple with the complexities of presence as resistance in higher educational spaces. This work highlights collaborative research methods that center communicative diversity and relationality in inquiry, as well as how process can inform dialogue in and about the academy.","PeriodicalId":10808,"journal":{"name":"Critical Education","volume":"1 1","pages":"31-53"},"PeriodicalIF":1.0,"publicationDate":"2020-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79704052","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Whose (Economic) Knowledge is it, Anyway? 到底是谁的(经济)知识?

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Critical Education Pub Date : 2020-06-23 DOI: 10.14288/CE.V11I12.186542

E. Adams

引用次数: 2

The Hidden Curriculum of an English for Academic Purposes Reform in Chinese Universities 我国高校学术英语课程改革的隐性课程

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Critical Education Pub Date : 2020-04-09 DOI: 10.14288/CE.V11I11.186538

Yulong Li

引用次数: 1

Life and Death and the University 生与死与大学

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Critical Education Pub Date : 2020-04-09 DOI: 10.14288/CE.V11I13.186543

Sean Sturm, S. Turner

{"title":"Life and Death and the University","authors":"Sean Sturm, S. Turner","doi":"10.14288/CE.V11I13.186543","DOIUrl":"https://doi.org/10.14288/CE.V11I13.186543","url":null,"abstract":"The ‘totally pedagogised society’ might be considered an age after pre-pedagogical ancient literacy, the pedagogy of early universities and the utilitarianism of mass education, an age in which education has become a battle over the social futures of a ‘people to come.’ Here we concern ourselves with the neoliberal subjection of education to systems of economic measure, or ‘econometrics,’ that increasingly determine what is valuable and what is valued. Such systems have ‘ascriptive’ force in that they prescribe criteria for all kinds of educational performance. ‘Scripts’ like KPIs, evaluations, rankings, surveys, reports, reviews and so on, now digitised and constantly self-upgrading, enlist university workers in a neoliberal regime of measured and enhanced performance. More than that, they inscribe a certain ‘distribution of the sensible,’ a way of thinking, feeling and acting, that is not only textual but architectonic. In the same way as writing as mission, strategy and policy models buildings, buildings model a way of thinking, feeling and acting. Education becomes increasingly a matter of ‘built pedagogy.’ And the idea of education that most new university buildings instantiate is that education is about investment – both economic and emotional – that pays, rather than about imagination, which produces less marketable returns. In university environments today, we see a conflict between probable and possible futures: the former occupies itself with what is measurable and thus marketable in education; the latter, with education as the capacity to imagine new worlds. In the conflict between the two – probable and possible worlds – lies the life and/or death of the university.","PeriodicalId":10808,"journal":{"name":"Critical Education","volume":"176 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2020-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75521885","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1