scholarly journals Freire and Planning Education: The Pedagogy of Hope for Faculty and Students

2019 ◽  
pp. 0739456X1984457 ◽  
Author(s):  
Francesca S. Sartorio ◽  
Huw Thomas
Keyword(s):  
Higher Education ◽  
Short Term ◽  
Planning Education ◽  
Global North ◽  
Pedagogy Of Hope ◽  
Uk Higher Education

This paper focuses on UK higher education (HE), but the circumstances it describes have parallels throughout the Global North. Its purpose is to offer hope to faculty and students despondent about the possibility of changing a HE system inimical to much-valued aspects of professional (including planning) education. This paper argues that a Freirean-inflected understanding of reflection can create conditions in which students and faculty have the possibilities of developing a shared, and radical, understanding of the shortcomings of current HE and identify real, if sometimes modest, opportunities for change in the short term.

scholarly journals Talking the Talk and Fitting In: Troubling the Practices of Speaking? ‘What you are Worth’ in Higher Education in the UK

2015 ◽  
Vol 20 (2) ◽  
pp. 27-39 ◽  
Author(s):  
Michelle Addison ◽  
Victoria ◽  
G. Mountford
Keyword(s):  
Higher Education ◽  
Empirical Research ◽  
Undergraduate Students ◽  
Research Projects ◽  
University Staff ◽  
Cultural Meanings ◽  
The North ◽  
The Uk ◽  
Fitting In ◽  
Uk Higher Education

In this article we raise questions about fitting in pertaining to various classed identities within two UK Higher Education Institutions (HEI). We discuss the pains and privileges attached to accent and ways of speaking worth: Who is able to mobilize and capitalize on inscribed values, as they come to be attached to ways of talking? Accents and ways of talking are part of embodied class identities and whilst some carry connotations of intelligence, other ways of talking are positioned as lacking value, as well as other cultural meanings ( Sayer 2002 ; Spencer, Clegg and Stackhouse 2013 ; Lawler 1999 ; Skeggs 1997 ; Southerton 2002 ; Taylor 2007 ; Macfarlane and Stuart-Smith 2012 ). In this article we discuss our empirical research carried out in two separate qualitative ESRC-funded research projects in the north of England with undergraduate students (Victoria Mountford) and university staff (Michelle Addison). Focusing primarily on white British ways of talking, we examine how embodying particular accents or ways of talking affect classed notions of ‘fitting in’ or ‘standing out’ (Reay et al 2009: 1; Abraham and Ingram 2013 ) in HE. In a climate of uncertainty in Higher Education we are concerned that the importance of demonstrating one's impact, value and worth comes down to more than just productivity, it is becoming demonstrably about being able to ‘talk the talk’. Here we trouble the practices of speaking ‘what you are worth’.

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