Henry Giroux on Democracy Unsettled: From Critical Pedagogy to the War on Youth — An Interview

2012 ◽  
Vol 10 (6) ◽  
pp. 688-699 ◽  
Author(s):  
Michael A. Peters
Keyword(s):  
Critical Pedagogy ◽  
Henry Giroux

scholarly journals Pedagogy against the state: The ban on ethnic studies in Arizona

2013 ◽  
Vol 4 (1) ◽  
pp. 15-35 ◽  
Author(s):  
Kyle Wanberg
Keyword(s):  
Critical Pedagogy ◽  
Curriculum Reform ◽  
Ethnic Studies ◽  
Paulo Freire ◽  
The State ◽  
Critical Research ◽  
The Us ◽  
Henry Giroux

Abstract Drawing on the traditions of critical pedagogy from Paulo Freire and Henry Giroux to recent critical research developed in the Journal of Pedagogy, this study explores how a particular case of curriculum reform in the US is entangled with racial neoliberalism and paranoia.

scholarly journals Pedagogi Kritis: Pemikiran Henry Giroux Tentang Pendidikan dan Relevansinya untuk Indonesia

2018 ◽  
Vol 28 (2) ◽  
pp. 180 ◽  
Author(s):  
Reza Alexander Antonius Wattimena
Keyword(s):  
Critical Pedagogy ◽  
Power Relations ◽  
Human Life ◽  
Social Injustice ◽  
Social Changes ◽  
Moral Sensibility ◽  
Traditional Pedagogy ◽  
Henry Giroux

This paper is a critique toward traditional pedagogy in education through a critical pedagogy perspective as formulated by Henry Giroux. Critical pedagogy is an attempt to question and to uncover the existing power relations in society which create various forms of subordination and social injustice. Critical pedagogy offers extended perspective as well as moral sensibility that encourage engagement in efforts of bringing social changes to produce freedom and justice in the society. According to Giroux, critical pedagogy provides various theoretical tools to examine neoliberalist mindset that spreads in various dimensions of human life. This writing furtjer seeks possibility to apply the concept of critical pedagogy in Indonesian context.

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.

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