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1.
Stephen Abblitt 《高等教育研究与发展》2019,38(1):97-109
ABSTRACTThe term postdigital has in recent years been applied across a broad range of disciplines, including literary studies, to describe an era in which digital media and technologies have become the dominant, if not hegemonic, aesthetic, social, epistemological and ontological paradigm. However, the full effects on literary studies of the new modes of literary production and consumption, the nascent reading practices and literary interfaces, and the inscrutable knowledge infrastructures that have emerged in this postdigital era remain unexamined.This article articulates a possible framework for understanding the literary object in this postdigital era, and in the twenty-first-century classroom. It extends scholarship in critical posthumanism and the digital humanities into the field of literary studies to describe how the human reader is entangled in complex, mutable networks of socio-material and technical relations that foreground the reading experience. Unpacking the current print-based assumptions of literary studies, it considers how the discipline might broaden and deepen its own theoretical, methodological and pedagogical approaches to the postdigital literary object. Finally, turning toward a critique of the signature pedagogy of literary studies, close reading, it speculates on the impact of these developments on the present and future of postdigital literary pedagogy. 相似文献
2.
Quentin Wheeler‐Bell 《Educational theory》2019,69(3):265-281
In this essay, Quentin Wheeler‐Bell aims to reframe recent attempts to rethink the core principles of critical pedagogy. He argues that these attempts have been unsuccessful because they reproduce a deeper problem — specifically, an identity crisis — within critical pedagogy. The source of this problem, he contends, is that those working in this tradition have, over time, become more distant from and forgetful of its roots in critical theory; as a result, critical pedagogy is now in a state of dilution and fragmentation in which critical pedagogues are unable to bring the plurality of critical education approaches together theoretically around a set of shared principles. In order to address this problem and begin to reframe the core principles of critical pedagogy, Wheeler‐Bell first briefly sketches the debates around Max Horkheimer's classic essay “Critical Theory and Traditional Theory,” focusing on why critical theory grew into an interdisciplinary tradition situated between philosophy and social science. Then he explains why the recent attempts to rethink critical pedagogy rely upon a problematic, albeit dominant, narrative of the critical education tradition — a narrative that only tacitly recognizes a connection between critical education and critical theory. This dominant narrative contributes to the identity crisis within critical education because it supports a collective memory loss regarding the importance of both philosophy and social science to critical theory. Finally, Wheeler‐Bell attempts to develop a thin definition of critical education: one that connects critical education back to its roots in critical theory, while respecting the plurality of critical education approaches. 相似文献
3.
Derek R. Ford 《Educational Philosophy and Theory》2014,46(4):380-392
AbstractIn this article I bring Giorgio Agamben’s notion of ‘whatever singularity’ into critical pedagogy. I take as my starting point the role of identity within critical pedagogy. I call upon Butler to sketch the debates around the mobilization of identity for political purposes and, conceding the contingent necessity of identity, then suggest that whatever singularity can be helpful in moving critical pedagogy from an emancipatory to a liberatory project (a distinction I take from Marx). To articulate whatever singularity I situate the concept within the work in which it appears, and then take a detour into Agamben’s general philosophical project. I propose that, for critical pedagogy to take whatever singularity seriously, it must uphold a respect for the ineffability of being, which entails in part the suspension of dialogue. To help flesh out what I mean by this proposal, I turn to a fragment of Lyotard’s philosophy and his critique of democracy. I conclude by addressing a pressing ontological critique of Agamben, which leads me to argue for a materialist appropriation of the figure of whatever singularity, one that is held in tension with ontological concerns of identity. 相似文献
4.
ABSTRACTThe purpose of this article is to explore how pedagogical visions inform our work as former classroom teachers and current teacher educators in rural and urban regions of the United States. Specifically, we explore the instructional decisions we make as we work to meet these visions in higher education. Teacher educators are charged with the task of fostering visionary teachers in today’s highly challenging educational landscape. We pose the question: How can teacher educators foster visionary beginning teachers without an examination of their visions for their practice? Using a self-study design, we examine the intersections of our pedagogical visions for teaching and the instructional actions we take to work toward our visions in higher education. Findings highlight specific instructional practices and strategies used to enact visions while providing a critical discussion of the lens of visioning within self-study research. 相似文献
5.
《Educational Philosophy and Theory》2013,45(10):992-1004
AbstractCritical pedagogy speaks of teachers as liberating and transformative intellectuals.Yet their voice is absent from its discourse.The emancipatory action research, described in this article, created a dialogue between teachers and the ideas concerning oppression and liberation found in Neo-Marxist pedagogies. It strongly suggests that teachers can contribute to the further development of these ideas. It indicates that Critical Theory’s perceptions of the totality of oppression were largely accepted by these teachers after their own inner-reflective processes.Yet, the teachers rejected the dyadic perception of oppressors and oppressed, and that of the ‘victimization’ of the subject, as they perceived such an approach to weaken the subject and exempt him/her from the struggle for liberation. They also highlighted the problematic aspects of positive utopia, which many of the critical pedagogies share, and offered a modest, yet intellectually rich perception of the struggle for liberation. As opposed to the static positive utopia that many of Neo-Marxist pedagogies offer, they suggested a dynamic and subjective perception of liberation; one that is neither restricted by the past nor by locality. This research suggests that teachers could well make a valuable contribution to the formation of a new counter-education. And that the development of a new pedagogical language in education could benefit by being done with them rather than for them. 相似文献
6.
Rebecca Tarlau 《Educational theory》2014,64(4):369-392
In this article, Rebecca Tarlau attempts to build a more robust theory of the relationship between education and social change by drawing on the conceptual tools offered in the critical pedagogy and social movement literatures. Tarlau argues that while critical pedagogy has been largely disconnected from its roots in political organizing, social movement literature has shifted away from a theory of educational processes within movement building. Specifically, she suggests that the currently dominant “framing perspective” in the social movement literature is incredibly limited in its ability to analyze the pedagogical aspects of organizing. Conversely, while scholars of critical pedagogy are extremely convincing when critiquing U.S. schooling, the field is weaker when theorizing about how teachers using critical pedagogy can link to larger movements for social transformation. Critical pedagogues need more organizational thinking and social movement scholars need a more pedagogical focus. Tarlau suggests three conceptual frameworks for moving forward in this direction: the notion of social movements as pedagogical spaces, the role of informal educational projects in facilitating the emergence and strength of social movements, and the role of public schools as terrains of contestation that hold the possibility of linking to larger struggles for social justice. 相似文献
7.
Christopher Emdin 《Educational Philosophy and Theory》2020,52(9):947-960
AbstractThis article explores the dynamic between Black youth and their teachers through an exploration of an approach to teaching and learning embedded in the complex cultural knowledge(s) of this population. It interrogates the concepts of ratchedemics and reality pedagogy as both philosophy and practice for moving past the framing of particular populations as dystopian and non-academic in the pursuit of the mirage of urban educational utopia. 相似文献
8.
Joe Y. F. Lau 《Educational Philosophy and Theory》2019,51(2):163-174
AbstractThe 2014 Umbrella Movement was one of the most significant social and political events in recent Hong Kong history. This paper offers some initial reflections on the connections between the movement and broader issues related to civic education, critical thinking, and theories of education. First, it is suggested that the movement closely resembles a form of civic education known as ‘action civics,’ offering an alternative pedagogy that might encourage more authentic civic participation. Second, the movement raises questions about how the teaching of critical thinking can be made more practically relevant to modern citizenship. Third, the deep political polarization associated with the movement indicates that civic education and critical thinking training need to pay attention to cognitive biases that affect political ideology. Finally, the Umbrella Movement reflects the failure of democratization in Hong Kong and coincides with increasing political pressures on the local education system. We discuss how political reality connects to issues about democratic education, critical pedagogy, and the idea of political neutrality in education. 相似文献
9.
Kenta Asakura Sarah Todd Brooke Eagle Brenda Morris 《Journal of Teaching in Social Work》2018,38(2):151-165
ABSTRACTAlthough field education is considered the signature pedagogy of social work, the work of field coordinators appear to remain peripheral to other aspects of social work education, such as coursework and research. In this article, we suggest that field coordination requires a far more complex set of knowledge and skills than merely matching students with placements based on availability and interest. Using critical and relational theories, this article conceptualizes field coordination as a negotiated pedagogy in which the coordinators navigate complex and often competing needs among students, field agencies, and social work practice. In making visible its nuances and intricacies, we suggest that field coordination is a critical relational pedagogy essential to advancing social work education. 相似文献
10.
Darren Webb 《Educational theory》2012,62(5):593-608
Recent years have witnessed a renewed interest in utopianism within educational theory. In this essay, Darren Webb explores the utopian pedagogy of Paulo Freire in the context of what one commentator has dubbed “the educational comeback of utopia.” Webb argues that Freire's significance lies in the way he embraced both “utopia as process” and “utopia as system.” This is significant because the contemporary rejuvenation of utopianism has extended only so far, embracing utopia conceived as an open‐ended process of becoming but shying away from utopia conceived as the delineation of a normative vision to be struggled for and won. Webb outlines the pedagogical operation of utopia as process, cognitive‐affective orientation, and system, and he argues that Freire was right in insisting that each is constitutive of effective educational practice. 相似文献
11.
职业技术教育学研究中若干问题的思考 总被引：1，自引：0，他引：1
当前,我国职业技术教育正处在大变革、大发展之中,比以往任何一个时期都迫切需要理论指导和学术支撑,这直接推动了职业技术教育学研究的蓬勃发展。在职业技术教育学发展呈现出生机与活力的同时也存在着一些不容忽视的危机和问题,它们直接制约着职业技术教育学研究向更深的理论层次扩展,直接制约着职业技术教育学向更规范、更成熟的学科体系演进。 相似文献
12.
钟玲 《扬州大学学报(高教研究版)》2005,9(2):9-12
从20世纪60年代发展起来的批判教育学的主要精神在于把学生培养成为具有批判精神的独立的政治主体。后殖民理论研究由于揭露了帝国主义文化霸权的实质、重新论述边缘与中心的关系而为批判教育学的研究提供了理论框架。以此框架为基础,批判教育学发展出一系列的原则,如教育应当与政治相联系,理性与知识的概念需要重新解释,教育学需要通过打破学科界限来创造新的知识,差异与伦理在教育学中应得到特别关注,等等。这些原则的核心目标是培养学生的批判精神,使其能更好地服务于民主的社会。 相似文献
13.
DREW W. CHAMBERS 《Journal of Philosophy of Education》2019,53(1):21-47
While some of Paulo Freire's readers understand his pedagogy as a rejection of any and all directive teaching methods, there are many scholars who do recognise Freire's emphasis on teacher directiveness in its appropriate form. In light of this tension between directiveness and dialogue, it seems that students of Freire must inevitably come to a crossroads: is Freire's pedagogy directive or is it not? However, even this question does not get at the more critical dilemma: if Freire's pedagogy is directive, is such directiveness incompatible with Freire's overwhelming emphasis on egalitarian dialogue? This paper establishes three readings of the issue of directiveness in Freire and ultimately provides an exegetical defence of what is termed the compatibilist reading—that directive teaching, properly construed, is compatible with dialogic teaching in Freirean pedagogy. The question this paper seeks to answer is how Freire can have it both ways. In sum, Freire undeniably supports teacher directiveness and philosophically justifies directiveness as compatible with problem‐posing education through his concepts of virtue education, utopia and criticality. 相似文献
14.
Helen Farley 《Critical Studies in Education》2017,58(2):150-167
ABSTRACTSpace, time and movement have particular meanings and significance for Australian prisoners attempting higher education while incarcerated. In a sense, the prison is another ‘world’ or ‘country’ with its own spatial and temporal arrangements and constraints for incarcerated university students. The contemporary digital university typically presupposes a level of mobility and access to mobile communication technologies which most Australian prisoners cannot access. This article examines the immobility of incarcerated students and their attempts to complete tertiary and pre-tertiary distance education courses without direct internet access. Drawing on critical mobilities theory, this article also explores attempts to address this digital disconnection of incarcerated students and where such interventions have been frustrated by movement issues within the prison. Prison focus group data suggest the use of modified digital learning technologies in prisons needs to be informed by a critical approach to the institutional processes and practices of this unique and challenging learning environment. This article also highlights the limitations and contradictions of painful immobilisation as a core strategy of Australia’s modern, expanding penal state, which encourages rehabilitation through education, while effectively cutting prisoners off from the wider digital world. 相似文献
15.
ABSTRACTThis paper explores relationships between knowledge production and academic publication and shows that the current political economy of mainstream academic publishing has resulted from a complex interplay between large academic publishers, academics, and hacker-activists. The process of publishing is a form of ‘social production’ that takes place across the economy, politics and culture, all of which are in turn accommodating both old and new technology in our postdigital age. Technologies such as software cannot be separated from human labour, academic centres cannot be looked at in isolation from their margins, and the necessity of transdisciplinary approaches does not imply the disappearance of traditional disciplines. In the postdigital age, the concept of the margins has not disappeared, but it has become somewhat marginal in its own right. We need to develop a new language of describing what we mean by ‘marginal voices’ in the social relations between knowledge production and academic publication. Universities require new strategies for cohabitation of, and collaboration between, various socio-technological actors, and new postdigital politics and practice of knowledge production and academic publishing. 相似文献
16.
Giselle Martins dos Santos Ferreira Márcio Silveira Lemgruber 《Learning, Media and Technology》2019,44(3):315-326
ABSTRACTNearly two decades have passed since the Open Educational Resources (OER) movement was launched. Its success in Brazil can be illustrated with the establishment of a UNESCO Chair in Open Education in 2014, in one of the country’s most prestigious universities. Crucially, OER were included in the 2014–2024 National Education Plan, a key piece of national educational legislation, as a category of educational technologies framed as tools. Assuming metaphors such as this play a key role in the ways we think, speak and act, this article presents a critical perspective on OER in Brazil. Examining the implications of the main metaphors used to construe OER in local media and academic sources, the text argues that these metaphors reflect hegemonic discourses on educational technology, concealing the non-neutrality of technological artefacts, obscuring issues concerning curriculum and pedagogy, and overlooking actual local needs. The article discusses issues concerning local OER advocacy, positioned in respect to specificities of a context where education, albeit a constitutionally established right, may be poised to undergo radical changes in the near future. 相似文献
17.
Sue Jackson 《Educational theory》2007,57(2):199-213
A bstract . The work of Paulo Freire is associated with themes of oppression and liberation, and his critical pedagogy is visionary in its attempts to bring about social transformation. Freire has created a theory of education that embeds these issues within social relations that center around both ideological and material domination. In this review essay, Sue Jackson explores three books: Freire's final work Pedagogy of Indignation ; Cesar Augusto Rossatto's Engaging Paulo Freire's Pedagogy of Possibility , which attempts to engage Freire's pedagogy of possibility; and C.A. Bowers and Frederique Apffel-Marglin's edited collection Re-thinking Freire , which asks readers to reconsider Freire's work in light of globalization and environmental crises. Jackson questions the extent to which Freire's pedagogical approaches are useful to educators as well as to "the oppressed," and whether challenges to re-think Freire can lead to new kinds of critical pedagogies. 相似文献
18.
建设中国特色的教育学:挑战与应答 总被引：9，自引：0，他引：9
建设中国特色的教育学既是一个事实命题,也有着自身的价值意蕴。建设中国特色的教育学面临这样的挑战:历时态的中国教育学是舶来的产物;共时态的中国教育学面临全球化中的话语危机;中国教育学的文化传统的断裂。面对这样的挑战,我们可以通过回归自身的文化原点、对外来理论的批判性的借鉴、回归中国教育的现实进行研究等对之作出应答。 相似文献
19.
《Africa Education Review》2013,10(1):21-33
Abstract The sport-for-all movement currently evident in many countries of the world is often touted as a self-evidently desirable means of achieving physical fitness on a global scale. But is sport truly a veritable route to collective wellbeing or some fantastic aggrandisement of a Western canon? This article challenges the cherished myth that sport is essentially meant for all regardless of context. The discursive background of sport for all was viewed through the lens of political economic relations and the dominant discourse of recreation and leisure. To be sure, sport for all has the ring of commonsense viewed from the North, yet it has a different resonance when examined from the South: it is a big, staggering plot to repress and diminish the cultural significance of the indigenous games of Third World people. This article takes stock of the lessons from the Dar es Salaam Sport for All project and stresses the need for African countries to resist any homogenising sport discourses premised against the reclamation of discursively constituted local games and indigenous physical education pedagogy. It argues that precolonial African games need not be uprooted from the physical education curriculum for colonial sports to roost, as these games have locus standi where Western sports stand. It suggests the need for deconstructive discourses that are conducive to the renovation and institution of indigenous African games as a step towards maintaining cultural distinctiveness and deconstructing totalising images of physical education curriculum content. 相似文献
20.
Clyde Chitty 《Curriculum Journal》2013,24(1):45-62
ABSTRACTThis paper argues that the school effectiveness/school improvement movement has provided an antidote to the pessimism and fatalism of the 1970s. However, it is deficient in four important respects: (1) it places too much emphasis on the notion of progressive school management as the dynamic of change; (2) it fails to take full account of the characteristics of the education system as a whole; (3) it shows little regard for issues of social class; (4) it has little to say about issues of curriculum content and pedagogy. 相似文献