Acts of Knowing : Critical Pedagogy In, Against and Beyond the University

2013 ◽  
Keyword(s):  
Critical Pedagogy ◽  
The University

Talking About Pornography, Talking About Theatre: Ethnography, Critical Pedagogy, and the Production of ‘Educated’ Audiences ofEtta Jenksin Madison

1994 ◽  
Vol 19 (1) ◽  
pp. 29-36 ◽  
Author(s):  
Stacy Wolf
Keyword(s):  
Critical Pedagogy ◽  
Cultural Values ◽  
Critical Literacy ◽  
Anthropological Perspective ◽  
University Of Wisconsin ◽  
Local Site ◽  
Theatre Studies ◽  
The University ◽  
Participant Observer ◽  
Print Literacy

Theatre studies and anthropology have much to say to each other. Both are disciplines which describe a culture's practices through its performances, whether on stage or in everday life. Both seek to explain the significance of performative choices in their reflection, refraction, and revision of cultural values. This essay participates in the conversations between theatre and anthropology through critical pedagogical theory. It looks at a theatrical performance—a production ofEtta Jenksat the University Theatre at the University of Wisconsin-Madison in February 1992—in anthropological terms, to consider the relationships between theatre, the university, and the production of politicized, educated, emancipated spectators.My first assumption is methodological—that theatre studies can greatly benefit from a consideration of anthropological tools like ethnography, and from anthropological habits like a vigilant articulation of the participant-observer stance which theatre criticism masks. My second assumption is theoretical—that theatre spectators are active producers of meaning, and that reception studies offers a significant and rich area for theatre studies. An anthropological perspective enables me to choose a local site—a university theatre—which theatre studies tends to relegate to a dismissable amateurism, and to work with the perceptions of introductory level students—which scholarly theatre studies all but ignores. My third assumption is pedagogical—that critical literacy must now move beyond print literacy.1James Clifford reminds us that all ethnographic accounts are created by ‘powerful “lies” of exclusion and rhetoric'.2In my attempt, here, to fashion a persuasive text which invites the reader in, I knowingly rewrite the students’ responses toEtta Jenksin my analysis of their reception.

scholarly journals Critical pedagogy in the university: Can a lecture be critical pedagogy?

2018 ◽  
Vol 16 (8) ◽  
pp. 985-999 ◽  
Author(s):  
Lauren B Clark
Keyword(s):  
Higher Education ◽  
Critical Pedagogy ◽  
Student Satisfaction ◽  
Case Study Research ◽  
Pedagogical Practice ◽  
Higher Education System ◽  
Curriculum And Pedagogy ◽  
Banking Education ◽  
The University

In a higher education system driven by student satisfaction, there has been a recent push towards more student-centred methods of teaching such as collaborative learning and seminar discussions despite an increase in student numbers. In contrast, some academics defend the transformative and educative possibilities of the lecture by challenging its conception as ‘banking education’, asking us to reflect on the purpose of education in a way that calls into question our assumptions about the transmission of information through lecturing. While acknowledging the place of the lecture in higher education, I want to consider whether a lecture can be critical pedagogy by interrupting previous ways of thinking and being. As the teacher lectures he/she models what it means to know, to think and to act, but is this enough to make it critical pedagogy? Looking at conceptualisations of the transformative intellectual and the relationship between curriculum and pedagogy alongside data from case study research, this article will explore what critical pedagogical practice looks like in the university.

scholarly journals From Banking Model to Critical Pedagogy: Challenges and Constraints in the University Classrooms

2020 ◽  
Vol 3 (1) ◽  
pp. 25-44
Author(s):  
Sadia Kalsoom ◽  
Nazia Kalsoom ◽  
Rafia Javaid Mallick
Keyword(s):  
Critical Pedagogy ◽  
Teaching And Learning ◽  
Small Scale ◽  
Cluster Sampling ◽  
Student Interest ◽  
University Teachers ◽  
Mixed Methods Case Study ◽  
Teaching And Learning Environment ◽  
Teachers And Students ◽  
The University

Critical pedagogy, contrary to the banking concept of education, seeks to empower learners to think critically to transform their living conditions. This mixed-methods case study aims at exploring the actual teaching practices of the university teachers in order to demystify the challenges and constraints impeding the implementation of critical pedagogy in the universities of Punjab, Pakistan. Women University in Multan was the selected case and exploratory sequential design the method selected for this study. The researchers personally collected data using a small-scale survey with 100 students using cluster sampling, and in-depth interviews with ten teachers purposively selected from various departments of the university, ensuring equal representation. The study concluded that large class size, lack of needed resources and trained personnel, lengthy and fixed syllabus, and lack of student interest and motivation were the reasons for continuing with the 'banking method.' Based on the findings, the researchers recommend that for the critical pedagogy to take root in Pakistan, the teachers and students should be cognizant of the utility of critical pedagogy, and adequate resources must supplant the teaching and learning environment to enjoy best outcomes.

Structures within structures: Examining alternative cultures of learning in the institution

2021 ◽  
Vol 10 (2) ◽  
pp. 265-274 ◽  
Author(s):  
Sadie Edginton ◽  
Alex Parry ◽  
Cicilia Östholm
Keyword(s):  
Critical Pedagogy ◽  
Competitive Dynamics ◽  
Student Body ◽  
Situated Knowledges ◽  
Constructed Dialogue ◽  
Art Practices ◽  
Cultures Of Learning ◽  
The University ◽  
Pedagogical Approaches ◽  
Art School

This article explores the possibilities of using critical pedagogy inside and outside the art school to counter the effects of neoliberalism. Developed from an initial transcript of a conversation between three graduates of the Royal College of Art (United Kingdom) about our education-as-art projects, it takes the form of a constructed dialogue that mirrors our approach to working collectively. We discuss particular issues that arose for us whilst studying, as we experienced how the neo-liberal art school conceptualized a form of education and arts practice that promoted individualized paths and set competitive dynamics between students. We are interested in how art practices characterized as being social, collaborative and democratic can resist the neo-liberal art school. Advocating for process-based methods that facilitate learning between groups of students, we aim to open up space for embodied and situated knowledges. Bringing critical pedagogical approaches to the inside of the university creates a porosity with the alternatives we experienced outside. Through re-practicing historically radical methods and creating supportive structures, we challenge the dominant ways of communicating and managing the student-body. We argue that students and artists can organize their own cultures of learning in opposition to those that the university-as-business wants to promote, whilst creating supportive models that take students’ needs into account.

Toward a New Cartography of Intercultural communication: Mapping Bias, Business, and Diversity

2001 ◽  
Vol 64 (3) ◽  
pp. 9-22 ◽  
Author(s):  
Debashish Munshi ◽  
David McKie
Keyword(s):  
Critical Pedagogy ◽  
Intercultural Communication ◽  
Post Colonial ◽  
Mapping Bias ◽  
The University

Courses in intercultural communication often put non-Western students at a dis advantage. In developing a course with a majority of non-Western participants at The University of Waikato, we adapted critical pedagogy to address the Western biases in the texts and approaches of intercultural communication. We selected both mainstream and alternative readings that allowed students to connect the field's neo-colonial business present with its colonialist past, to question the ethics and efficacy of an often skewed territorialisation of knowledge; and to redress tra ditional distortions by introducing perspectives from a range of critical and post colonial theorists. The readings were reinforced by student presentations of their own experiences crossing cultural borders. These experiences were then assessed in class, so that we didn't rely on the simulated experiences recorded in the conven tional texts.

scholarly journals Tre pointer fra Grue-Sørensen til nutidens pædagogik

2019 ◽  
Vol 7 (1) ◽  
pp. 13-22
Author(s):  
Per Fibæk Laursen
Keyword(s):  
Critical Pedagogy ◽  
Educational History ◽  
Effi Ciency ◽  
The University ◽  
Technology Pedagogy

When K. Grue-Sørensen became a professor of pedagogy at the University of Copenhagen in 1955, he was inline with the dominant historical-hermeneutical approach to humanities. From the late 1960s until retirementin 1974, his approach was challenged by both technical and critical alternatives. Both these alternative havesince grown steadily, while the historical-hermeneutical view has been in the defensive. But Grue-Sørensenand the tradition he represented have three signifi cant points for today’s pedagogy, whether it is technicalor critical: pedagogy can and should not deliver effi ciency technology, pedagogy should as far as possible useeveryday language, and fi nally that the educational history can make us wiser.

scholarly journals Educational Challenges in Times of Mass Self-communication: A Dialogue among Audience

Comunicar ◽  
2012 ◽  
Vol 19 (38) ◽  
pp. 67-74 ◽  
Author(s):  
Guillermo Orozco-Gómez ◽  
Eva Navarro-Martínez ◽  
Agustín García-Matilla
Keyword(s):  
Critical Pedagogy ◽  
Latin American ◽  
Digital Literacy ◽  
Communication Systems ◽  
Communication Course ◽  
Educational Challenges ◽  
Multiple Processes ◽  
Information And Communication ◽  
The University ◽  
Education And Society

This text is an approach on two leading topics: the changes emerging in the way audiences deal with new and old media, and, the multiple processes of reception and interaction occurring as a result of the information and communication systems. Audiences are seemingly devising new roles as creators and emitters of media products which they exchange through a variety of languages, formats and technologies. Significant differences are emerging between widespread consumption and connectivity, and the authentic, horizontal and creative participation of audiences. This paper also develops a proposal that is educational, communicative and pedagogical for this changing and polymorphous audience repositioning. This proposal is based on the tradition of the Latin American Critical Pedagogy of Communication course offered by the Communication Studies department of the University of Valladolid (UVa) in Segovia. The study of Communication, Education and Society in a Digital Context is part of the degree course in Communication at the UVa, which was established with the aim of developing and reinforcing the skills required to achieve a global dialogue in the field of communication and education. The main goal of communicative competence, media education, media literacy and digital literacy is to instruct on the techniques and skills needed to produce and explore the application of media contents. The increasing technical, communicative and cultural complexity of these and other pedagogical initiatives are fully discussed in this article.En este texto se abordan esencialmente dos temas. En primer lugar, los cambios emergentes en el estar como audiencias frente a nuevos y viejos medios y, en segundo lugar, los procesos múltiples de recepción e interlocución que hoy experimentan. Se argumenta que las audiencias sin perder siempre ese rol, están también asumiendo otros más activos e interactuando cada vez más como noveles productores y emisores de contenidos mediáticos, similares a los que intercambian a través de diversos lenguajes, formatos y dispositivos tecnológicos. Se destaca la necesidad de diferenciar el consumo amplificado y la gran conectividad existente, de una auténtica interlocución horizontal, creativa y propositiva de los interlocutores. Por otra parte, se presenta una propuesta educomunicativa acorde con esta realidad polimorfa y cambiante de las audiencias, que rescata la tradición pedagógico-crítica iberoamericana y que se desarrolla en la Universidad de Valladolid, Campus de Segovia. La asignatura «Comunicación, educación y sociedad en el contexto digital» se programa en los estudios de Comunicación de esta Universidad con el objetivo de desarrollar y fortalecer aquellas capacidades, destrezas y reflexiones apropiadas para una interlocución más integral en el mundo de la educomunicación. El principal objetivo de la educación en competencia comunicativa, educación en medios y alfabetización digital es educar en las técnicas y estrategias para el análisis y producción de contenidos en medios. En este artículo se subraya la gran complejidad comunicativa y cultural que conllevan los esfuerzos educativos en esta dirección.

PEARLs, Problems and Politics: Exploring Findings From Two Teaching and Learning Projects in Indigenous Australian Studies at The University of Queensland

2014 ◽  
Vol 43 (1) ◽  
pp. 31-41 ◽  
Author(s):  
Elizabeth Mackinlay ◽  
Katelyn Barney
Keyword(s):  
Critical Pedagogy ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Indigenous Education ◽  
Pilot Project ◽  
Indigenous Australian ◽  
Learning And Teaching ◽  
Education Theory ◽  
Curriculum Renewal ◽  
The University

This article explores the implementation of PEARL (Political, Embodied, Active, and Reflective Learning) in two courses at The University of Queensland: a first-year introductory Indigenous Studies course and a second year Indigenous Education course. We draw on findings from a 2-year (2010–2011) Office for Learning and Teaching (then ALTC) funded curriculum renewal project and findings from a pilot project (2013) implementing PEARL in a compulsory Indigenous Education course for all pre-service teacher educators in primary and secondary teacher training at The University of Queensland. Drawing transformative education theory into conversation with critical pedagogy and anti-colonial/racist education, we share student data from focus groups, questionnaires and reflective journals to examine the shift in students’ understanding of Indigenous issues, histories and peoples. Finally, we reflect on the ways the results hold great potential for the further implementation of PEARL into other university level courses, specifically in relation to a ‘pedagogy of solidarity’ between Indigenous and non-Indigenous people.

scholarly journals Hip Hop Syllabus: AME/MUS 303 Hip Hop: Art, Culture, and Politics

2013 ◽  
Vol 97 ◽  
pp. 62-69 ◽  
Author(s):  
Sarah Hentges
Keyword(s):  
Critical Thinking ◽  
Critical Pedagogy ◽  
Subject Matter ◽  
Hip Hop ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Online Classroom ◽  
The Subject ◽  
Intersectional Theory ◽  
The University

This syllabus represents a course taught online through the University of Maine at Augusta in the fall of 2011 (and every otheryear thereafter). Critical pedagogy can be a challenge in any classroom, and the challenges in an online classroom are compounded. However, the subject matter and approach of Hip Hop can be a powerful tool in teaching students critical thinking skills as well in laying a foundation for interdisciplinary and intersectional theory; here these elements are represented through curriculum—the themes, texts, contexts,approaches, structure, and assignments.

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