Critical Pedagogy and Democratic Education: Possibilities for Cross-Pollination

2009 ◽  
Vol 42 (3) ◽  
pp. 221-242 ◽  
Author(s):  
D. Brent Edwards
Keyword(s):  
Critical Pedagogy ◽  
Democratic Education ◽  
Cross Pollination

Gniew, współczucie, solidarność – w stronę politycznie i krytycznie zorientowanej pedagogiki emocji

2016 ◽  
Vol 35 (4) ◽  
pp. 64-75 ◽  
Author(s):  
Karolina Starego
Keyword(s):  
Collective Action ◽  
Critical Pedagogy ◽  
Democratic Education ◽  
The Other ◽  
Educational Institutions ◽  
The Political ◽  
Political Dimension ◽  
Political Emotions ◽  
Emotional Identification

This paper will address an issue that is not often discussed in the context of civic and democratic education – the shaping of political emotions. My main purpose is to outline pedagogical currents that are oriented towards cultivating the ability to identify with the suffering of the Other. This emotional identification is based on an ability to perceive structural processes that generate marginalisation and injustice and can serve as a basis for an affirmative, collective action. The thesis presented in this paper is that educational institutions should work towards fostering democratic and collective forms of subjectivity. Drawing on ideas from the existing literature I will discuss the political dimension of anger and the notion of critical pedagogy of compassion that are placed in a broader perspective of radically conceived solidarity.

scholarly journals Pedagogies for active citizenship: Learning through affective and cognitive domains for deeper democratic engagement

2020 ◽  
Author(s):  
Bronwyn Wood ◽  
R Taylor ◽  
R Atkins ◽  
Michael Johnston
Keyword(s):  
Critical Pedagogy ◽  
Social Action ◽  
Democratic Education ◽  
Classroom Observations ◽  
Active Citizenship ◽  
Cognitive Domains ◽  
Education Data ◽  
Democratic Engagement ◽  
Citizenship Learning ◽  
Pedagogical Approaches

© 2018 Elsevier Ltd This paper reports on a two-year study that explored teachers’ pedagogical approaches when implementing an active citizenship curriculum initiative in New Zealand. Our aim was to identify pedagogies which afforded potential for critical and transformative citizenship learning. We define critical and transformative social action through a fusion of critical pedagogy and Dewey's notion of democratic education. Data included teachers’ classroom-based research as well as classroom observations and interviews with students. Our study suggested that citizenship learning through both affective and cognitive domains can provide for deeper opportunities for students to experience critical and transformative democratic engagement.

scholarly journals Pedagogies for active citizenship: Learning through affective and cognitive domains for deeper democratic engagement

2020 ◽  
Author(s):  
Bronwyn Wood ◽  
R Taylor ◽  
R Atkins ◽  
Michael Johnston
Keyword(s):  
Critical Pedagogy ◽  
Social Action ◽  
Democratic Education ◽  
Classroom Observations ◽  
Active Citizenship ◽  
Cognitive Domains ◽  
Education Data ◽  
Democratic Engagement ◽  
Citizenship Learning ◽  
Pedagogical Approaches

© 2018 Elsevier Ltd This paper reports on a two-year study that explored teachers’ pedagogical approaches when implementing an active citizenship curriculum initiative in New Zealand. Our aim was to identify pedagogies which afforded potential for critical and transformative citizenship learning. We define critical and transformative social action through a fusion of critical pedagogy and Dewey's notion of democratic education. Data included teachers’ classroom-based research as well as classroom observations and interviews with students. Our study suggested that citizenship learning through both affective and cognitive domains can provide for deeper opportunities for students to experience critical and transformative democratic engagement.

Critical Pedagogy in Online Social Work Education: Changing Conceptions of Time in the Neoliberal University

Somatechnics ◽  
2020 ◽  
Vol 10 (1) ◽  
pp. 73-94
Author(s):  
Kristin Smith ◽  
Donna Jeffery ◽  
Kim Collins
Keyword(s):  
Social Work ◽  
Online Education ◽  
Critical Pedagogy ◽  
Social Work Education ◽  
Qualitative Interviews ◽  
Social Work Educators ◽  
Digital World ◽  
Learning Programs ◽  
Recent Graduates ◽  
Work Education

Neoliberal universities embrace the logic of acceleration where the quickening of daily life for both educators and students is driven by desires for efficient forms of productivity and measurable outcomes of work. From this perspective, time is governed by expanding capacities of the digital world that speed up the pace of work while blurring the boundaries between workplace, home, and leisure. In this article, we draw from findings from qualitative interviews conducted with Canadian social work educators who teach using online-based critical pedagogy as well as recent graduates who completed their social work education in online learning programs to explore the effects of acceleration within these digitalised spaces of higher education. We view these findings alongside French philosopher Henri Bergson's concepts of duration and intuition, forms of temporality that manage to resist fixed, mechanised standards of time. We argue that the digitalisation of time produced through online education technologies can be seen as a thinning of possibilities for deeper and more critically self-reflexive knowledge production and a reduction in opportunities to build on social justice-based practices.

Is critical pedagogy self-critical?

2012 ◽  
Vol 34 (1) ◽  
pp. 205-227
Author(s):  
홍은영
Keyword(s):  
Critical Pedagogy
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