Pub Date : 2021-02-15DOI: 10.14288/CE.V12I4.186502
Piotr Sta´nczyk
The primary purpose of this article is to present the critique of critical pedagogy in analogy to Karl Marxʼs and Friedrich Engelsʼs critique of critical critique and through the materialist theory of education developed by the Polish philosopher of education and Marxist Bogdan Suchodolski, whose work, Fundamental Ideas of a Materialist Theory of Education, was a great source of inspiration for Paulo Freire while writing Pedagogy of the Oppressed. Critical pedagogy has reached an impasse when it has departed from Marxism and started to depreciate the matter of social class and class struggle, which is best reflected by Henry A. Girouxʼs damaging statements about the Marxist theory of education. On the other hand, it cannot be denied that North American critical pedagogy was strongly influenced by Paulo Freire, who was, in return, affected significantly by Bogdan Suchodolski, as Jason Mafra demonstrates convincingly. Thus, the article examines to what extent Marxʼs and Engelʼs idea of dialectical materialism is visible in Freireʼs pedagogy of emancipation. The analysis of materialist theory of education combined with the analysis of Freireʼs concepts from the period of great literacy campaigns in Africa (especially Sao Tome and Principe) reveals a possibility of resolving the impasse of critical pedagogy through a transition to emancipatory thing-centred pedagogy since both the valid critique of ideology and permanent social change have a material form.
本文的主要目的是通过波兰教育哲学家和马克思主义者波格丹·苏霍多尔斯基(Bogdan Suchodolski)发展的唯物主义教育理论(其著作《唯物主义教育理论的基本思想》为保罗·弗莱雷(Paulo Freire)在撰写《被压迫者教育学》时提供了巨大的灵感来源)，以类比卡尔·马克思和弗里德里希·恩格斯对批判批判的批判来呈现批判教育学的批判。批判教育学在脱离马克思主义，开始贬低社会阶级和阶级斗争问题时陷入了僵局，这在亨利·吉鲁(Henry A. Giroux)对马克思主义教育理论的破坏性言论中得到了最好的反映。另一方面，不可否认的是，北美批判教育学受到保罗·弗莱雷的强烈影响，而弗莱雷反过来又受到波格丹·苏霍多尔斯基的显著影响，杰森·马弗拉令人信服地证明了这一点。因此，本文考察了马克思和恩格斯的辩证唯物主义思想在多大程度上体现在弗莱雷的解放教育学中。对唯物主义教育理论的分析，结合对弗莱雷在非洲(特别是圣多美和普林西比)大规模扫盲运动时期的概念的分析，揭示了一种通过向解放的以事物为中心的教育学过渡来解决批判教育学僵局的可能性，因为对意识形态的有效批判和永久的社会变革都有一种物质形式。
{"title":"The Critique of the Critical Critique of Critical Pedagogy: Freire, Suchodolski and the Materialist Pedagogy of Emancipation","authors":"Piotr Sta´nczyk","doi":"10.14288/CE.V12I4.186502","DOIUrl":"https://doi.org/10.14288/CE.V12I4.186502","url":null,"abstract":"The primary purpose of this article is to present the critique of critical pedagogy in analogy to Karl Marxʼs and Friedrich Engelsʼs critique of critical critique and through the materialist theory of education developed by the Polish philosopher of education and Marxist Bogdan Suchodolski, whose work, Fundamental Ideas of a Materialist Theory of Education, was a great source of inspiration for Paulo Freire while writing Pedagogy of the Oppressed. Critical pedagogy has reached an impasse when it has departed from Marxism and started to depreciate the matter of social class and class struggle, which is best reflected by Henry A. Girouxʼs damaging statements about the Marxist theory of education. On the other hand, it cannot be denied that North American critical pedagogy was strongly influenced by Paulo Freire, who was, in return, affected significantly by Bogdan Suchodolski, as Jason Mafra demonstrates convincingly. Thus, the article examines to what extent Marxʼs and Engelʼs idea of dialectical materialism is visible in Freireʼs pedagogy of emancipation. The analysis of materialist theory of education combined with the analysis of Freireʼs concepts from the period of great literacy campaigns in Africa (especially Sao Tome and Principe) reveals a possibility of resolving the impasse of critical pedagogy through a transition to emancipatory thing-centred pedagogy since both the valid critique of ideology and permanent social change have a material form.","PeriodicalId":10808,"journal":{"name":"Critical Education","volume":"7 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2021-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75765029","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-01DOI: 10.14288/CE.V12I3.186626
Alexandra Perisic
Over the past few years, my students have increasingly claimed that they are overworked and that they don’t have a life. They are worried about their grades, their ability to find a job after graduation and repay their student loans. In this article, I grapple with this growing anxiety and stress that I have witnessed among my students. I explore the correlation between the neoliberalization of education, the ideology of human capital and student state of panic and anxiety. I argue that the neoliberal education reform has intensified overwork and exhaustion, as students have internalized the logic that they are human capital, constantly needing to compete and increase their value on the market. I further call upon the humanities to question the neoliberal work ethic and fight for a higher education whose ultimate objective is not the creation of human capital.
{"title":"How to Get a Life: Humanities Education in the age of Neoliberal Exhaustion","authors":"Alexandra Perisic","doi":"10.14288/CE.V12I3.186626","DOIUrl":"https://doi.org/10.14288/CE.V12I3.186626","url":null,"abstract":"Over the past few years, my students have increasingly claimed that they are overworked and that they don’t have a life. They are worried about their grades, their ability to find a job after graduation and repay their student loans. In this article, I grapple with this growing anxiety and stress that I have witnessed among my students. I explore the correlation between the neoliberalization of education, the ideology of human capital and student state of panic and anxiety. I argue that the neoliberal education reform has intensified overwork and exhaustion, as students have internalized the logic that they are human capital, constantly needing to compete and increase their value on the market. I further call upon the humanities to question the neoliberal work ethic and fight for a higher education whose ultimate objective is not the creation of human capital.","PeriodicalId":10808,"journal":{"name":"Critical Education","volume":"27 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87231099","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-03DOI: 10.14288/CE.V12I1.186451
K. Magill, Arturo Rodriguez
This paper is a critical case study, which proposes intellectual solidarity as a grounding framework for education. Our initial assumptions considered the following: first, what are those antagonisms limiting authentic human relationships and social transformation in schooling and society? Second, what are some of the dispositions, pedagogies, and experiences of teachers who identify as critical educators and endeavor to transform those antagonisms with students and community members? As we proceed, we describe what we understand to be the interconnected relationship between alienation, schooling, and socialization. Our claim is the relationship between intellectualism and solidarity might be understood as an important remedy to the harmful ideologies limiting personal freedoms and especially collective agency. We identify middle class neoliberal whiteness as the prevailing ideological construct limiting the type of work teachers might otherwise conduct. We further argue teachers might begin by adopting and embodying a critical ontological pedagogical posture to focus more transformational forms of learning. Finally, we acknowledge intellectual solidarity is not a series of practices, but rather an approach working toward informed collective agency.
{"title":"Teaching as Intellectual Solidarity","authors":"K. Magill, Arturo Rodriguez","doi":"10.14288/CE.V12I1.186451","DOIUrl":"https://doi.org/10.14288/CE.V12I1.186451","url":null,"abstract":"This paper is a critical case study, which proposes intellectual solidarity as a grounding framework for education. Our initial assumptions considered the following: first, what are those antagonisms limiting authentic human relationships and social transformation in schooling and society? Second, what are some of the dispositions, pedagogies, and experiences of teachers who identify as critical educators and endeavor to transform those antagonisms with students and community members? As we proceed, we describe what we understand to be the interconnected relationship between alienation, schooling, and socialization. Our claim is the relationship between intellectualism and solidarity might be understood as an important remedy to the harmful ideologies limiting personal freedoms and especially collective agency. We identify middle class neoliberal whiteness as the prevailing ideological construct limiting the type of work teachers might otherwise conduct. We further argue teachers might begin by adopting and embodying a critical ontological pedagogical posture to focus more transformational forms of learning. Finally, we acknowledge intellectual solidarity is not a series of practices, but rather an approach working toward informed collective agency.","PeriodicalId":10808,"journal":{"name":"Critical Education","volume":"7 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2021-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84178415","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-30DOI: 10.14288/CE.V11I17.186501
Sean Kamperman
Per laws such as the Americans with Disabilities Act and the Family Educational Rights and Privacy Act, college students with intellectual/developmental disabilities (I/DD) in the United States are expected to be self-advocates and speak up for needed accommodations, regardless of diagnosis or condition. Students with I/DD in particular are frequently taught the dominant view of self-advocacy as a set of skills whereby they achieve self-determination. This view undersells the degree to which self-advocacy is a rhetorical enterprise, wherein students craft their speech to achieve immediate social purposes; and it elides the political history of self-advocacy in the U.S. and its ties to the adult self-advocacy movement. In light of these considerations, I seek to understand how ableism on college campuses gives shape to particular ideas about self-advocacy. Through five student interviews, I analyze how everyday talk about self-advocacy on a university campus is constructed through ableist discourses privileging mastery, concealment of bodily difference, and autonomy. Based on this analysis, I argue that it is necessary that educators reimagine self-advocacy as a collective responsibility engaging students, faculty, administrators, and staff in creating more accessible campus cultures, rather than as a hyper-individualized, self-directed pursuit of personal goals.
{"title":"Academic Ableism and Students with Intellectual/Development Disabilities:","authors":"Sean Kamperman","doi":"10.14288/CE.V11I17.186501","DOIUrl":"https://doi.org/10.14288/CE.V11I17.186501","url":null,"abstract":"Per laws such as the Americans with Disabilities Act and the Family Educational Rights and Privacy Act, college students with intellectual/developmental disabilities (I/DD) in the United States are expected to be self-advocates and speak up for needed accommodations, regardless of diagnosis or condition. Students with I/DD in particular are frequently taught the dominant view of self-advocacy as a set of skills whereby they achieve self-determination. This view undersells the degree to which self-advocacy is a rhetorical enterprise, wherein students craft their speech to achieve immediate social purposes; and it elides the political history of self-advocacy in the U.S. and its ties to the adult self-advocacy movement. In light of these considerations, I seek to understand how ableism on college campuses gives shape to particular ideas about self-advocacy. Through five student interviews, I analyze how everyday talk about self-advocacy on a university campus is constructed through ableist discourses privileging mastery, concealment of bodily difference, and autonomy. Based on this analysis, I argue that it is necessary that educators reimagine self-advocacy as a collective responsibility engaging students, faculty, administrators, and staff in creating more accessible campus cultures, rather than as a hyper-individualized, self-directed pursuit of personal goals.","PeriodicalId":10808,"journal":{"name":"Critical Education","volume":"13 4 1","pages":"21-38"},"PeriodicalIF":1.0,"publicationDate":"2020-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82712952","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-16DOI: 10.14288/CE.V11I17.186499
Laura T. Eisenman, Rosalie Rolón-Dow, B. Freedman, A. Davison, Nefetaria A. Yates
As part of a larger storytelling project with college students belonging to minoritized social groups, nine young adults from an inclusive college program for students with intellectual disability (ID) participated in narrative interviews. All were invited to tell stories about campus incidents of microaggression and microaffirmation related to their disability. They also were invited to tell stories about other social identities they claimed. Stories were analyzed thematically and for correspondence with findings from previous studies involving other social identity groups. Students told a variety of stories about interpersonal incidents on campus that made them feel respected or disrespected. They also shared stories of institutional encounters that influenced their sense of acceptance at the university. Although they told more stories about microaffirmations, they were not immune to microaggressions. However, many of the students’ microaffirmation stories placed importance on not being perceived as different rather than a clear affirmation of disability identity. Students’ stories have implications for fostering a campus climate where students with ID are respected and included and where ableism is addressed in substantial ways.
{"title":"“Disabled or Not, People Just Want to Feel Welcome”: Stories of Belonging from College Students with Intellectual Disability","authors":"Laura T. Eisenman, Rosalie Rolón-Dow, B. Freedman, A. Davison, Nefetaria A. Yates","doi":"10.14288/CE.V11I17.186499","DOIUrl":"https://doi.org/10.14288/CE.V11I17.186499","url":null,"abstract":"As part of a larger storytelling project with college students belonging to minoritized social groups, nine young adults from an inclusive college program for students with intellectual disability (ID) participated in narrative interviews. All were invited to tell stories about campus incidents of microaggression and microaffirmation related to their disability. They also were invited to tell stories about other social identities they claimed. Stories were analyzed thematically and for correspondence with findings from previous studies involving other social identity groups. Students told a variety of stories about interpersonal incidents on campus that made them feel respected or disrespected. They also shared stories of institutional encounters that influenced their sense of acceptance at the university. Although they told more stories about microaffirmations, they were not immune to microaggressions. However, many of the students’ microaffirmation stories placed importance on not being perceived as different rather than a clear affirmation of disability identity. Students’ stories have implications for fostering a campus climate where students with ID are respected and included and where ableism is addressed in substantial ways.","PeriodicalId":10808,"journal":{"name":"Critical Education","volume":"56 1","pages":"1-21"},"PeriodicalIF":1.0,"publicationDate":"2020-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91372523","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-09DOI: 10.14288/CE.V11I15.186497
Michael E. Skyer, Laura Cochell
From a critical pedagogy standpoint, we examined a multimodal and bilingual (American Sign Language and English) vlog titled “Seizing Academic Power.” The vlog (video-text) explores interactions of power and knowledge in deaf research, proposes tools to identify ableism and deficit ideologies, and means to subvert them. By centralizing visuospatial modalities, the vlog’s medium is also its message. Qualitative data were produced via coding cycles then interpreted through two theoretical frameworks focused on culture in critical pedagogy and aesthetics in epistemology. Our analysis highlights conflicts about deaf education in terms of ontology, epistemology, and axiology. Key findings reveal how deaf students gain cultural competence and develop critical consciousness within the classroom, depending on their teachers’ conceptions of marginalized cultures, use of visual language, and aesthetic modes of knowledge. Our study highlights intrinsic and extrinsic deaf gains and concludes with implications for future research in deaf education and digital ASL publications.
{"title":"Aesthetics, Culture, Power: Critical Deaf Pedagogy and ASL Video-publications as Resistance-to-Audism in Deaf Education and Research","authors":"Michael E. Skyer, Laura Cochell","doi":"10.14288/CE.V11I15.186497","DOIUrl":"https://doi.org/10.14288/CE.V11I15.186497","url":null,"abstract":"From a critical pedagogy standpoint, we examined a multimodal and bilingual (American Sign Language and English) vlog titled “Seizing Academic Power.” The vlog (video-text) explores interactions of power and knowledge in deaf research, proposes tools to identify ableism and deficit ideologies, and means to subvert them. By centralizing visuospatial modalities, the vlog’s medium is also its message. Qualitative data were produced via coding cycles then interpreted through two theoretical frameworks focused on culture in critical pedagogy and aesthetics in epistemology. Our analysis highlights conflicts about deaf education in terms of ontology, epistemology, and axiology. Key findings reveal how deaf students gain cultural competence and develop critical consciousness within the classroom, depending on their teachers’ conceptions of marginalized cultures, use of visual language, and aesthetic modes of knowledge. Our study highlights intrinsic and extrinsic deaf gains and concludes with implications for future research in deaf education and digital ASL publications.","PeriodicalId":10808,"journal":{"name":"Critical Education","volume":"131 1","pages":"1-25"},"PeriodicalIF":1.0,"publicationDate":"2020-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79626191","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-31DOI: 10.14288/CE.V11I14.186516
Casey L. Woodfield, V. Katherine, Jenn Seybert, S. Kurup, Jamie N. Burke, Christine Ashby, Brianna Dickens
This paper engages with and reflects the college experiences of three college students/graduates who type to communicate, chronicled through ongoing conversations with one another and a group of co-inquirers, focused on understanding experiences in higher education. Grounded in a disability studies in education framework, this work draws on narrative inquiry and collaborative qualitative analysis of discussions over three years in a co-constructed digital interspace. Key findings include: the role of mentorship and connection; navigating the system; controlling the narrative; and traversing new methodological and relational landscapes. Together, these conversations about neurodivergent communicative experiences in higher education tell stories of agency, friendship, affiliation, and advocacy against a backdrop of ableism. Through illustrative dialogic moments, we grapple with the complexities of presence as resistance in higher educational spaces. This work highlights collaborative research methods that center communicative diversity and relationality in inquiry, as well as how process can inform dialogue in and about the academy.
{"title":"It would be simpler to see success without dominating discourse of ability","authors":"Casey L. Woodfield, V. Katherine, Jenn Seybert, S. Kurup, Jamie N. Burke, Christine Ashby, Brianna Dickens","doi":"10.14288/CE.V11I14.186516","DOIUrl":"https://doi.org/10.14288/CE.V11I14.186516","url":null,"abstract":"This paper engages with and reflects the college experiences of three college students/graduates who type to communicate, chronicled through ongoing conversations with one another and a group of co-inquirers, focused on understanding experiences in higher education. Grounded in a disability studies in education framework, this work draws on narrative inquiry and collaborative qualitative analysis of discussions over three years in a co-constructed digital interspace. Key findings include: the role of mentorship and connection; navigating the system; controlling the narrative; and traversing new methodological and relational landscapes. Together, these conversations about neurodivergent communicative experiences in higher education tell stories of agency, friendship, affiliation, and advocacy against a backdrop of ableism. Through illustrative dialogic moments, we grapple with the complexities of presence as resistance in higher educational spaces. This work highlights collaborative research methods that center communicative diversity and relationality in inquiry, as well as how process can inform dialogue in and about the academy.","PeriodicalId":10808,"journal":{"name":"Critical Education","volume":"1 1","pages":"31-53"},"PeriodicalIF":1.0,"publicationDate":"2020-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79704052","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-23DOI: 10.14288/CE.V11I12.186542
E. Adams
This is a study of the politics of “official knowledge” in K-12 economics curriculum in the United States. The purpose of this study is to understand how reviews of literature both promote official knowledge and thus serve as useful sources of uncovering the authorship, or author-function at work in a social science discipline, which are usually thought to be anonymous and author-less.
{"title":"Whose (Economic) Knowledge is it, Anyway?","authors":"E. Adams","doi":"10.14288/CE.V11I12.186542","DOIUrl":"https://doi.org/10.14288/CE.V11I12.186542","url":null,"abstract":"This is a study of the politics of “official knowledge” in K-12 economics curriculum in the United States. The purpose of this study is to understand how reviews of literature both promote official knowledge and thus serve as useful sources of uncovering the authorship, or author-function at work in a social science discipline, which are usually thought to be anonymous and author-less.","PeriodicalId":10808,"journal":{"name":"Critical Education","volume":"57 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2020-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85061766","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-04-09DOI: 10.14288/CE.V11I11.186538
Yulong Li
The fundamental challenge in China’s higher education is its bureaucratic governance system; however, it remains untouched after several reforms. The recent Shanghai EAP policy does nothing to challenge the system, but rather, it blames the general English curriculum for failing to prepare students academically. By critically reflect on data from some previous studies, this study discovered that the new EAP curriculum and the policy proposed to replace the general English curriculum harbored a hidden curriculum that tightened the control of knowledge, legitimizing the existing higher education system, and reproducing future academic subalterns. This Shanghai EAP policy is the result of the policymakers’ social mobility struggle as members of a new middle class, together with their accomplices: neoliberalism and neoconservatives. However, resistance and conflict exist in every working context, including the context of Shanghai EAP as justified in the study, despite some of the students’ and the teacher’s resistance being counter-productive.
{"title":"The Hidden Curriculum of an English for Academic Purposes Reform in Chinese Universities","authors":"Yulong Li","doi":"10.14288/CE.V11I11.186538","DOIUrl":"https://doi.org/10.14288/CE.V11I11.186538","url":null,"abstract":"The fundamental challenge in China’s higher education is its bureaucratic governance system; however, it remains untouched after several reforms. The recent Shanghai EAP policy does nothing to challenge the system, but rather, it blames the general English curriculum for failing to prepare students academically. By critically reflect on data from some previous studies, this study discovered that the new EAP curriculum and the policy proposed to replace the general English curriculum harbored a hidden curriculum that tightened the control of knowledge, legitimizing the existing higher education system, and reproducing future academic subalterns. This Shanghai EAP policy is the result of the policymakers’ social mobility struggle as members of a new middle class, together with their accomplices: neoliberalism and neoconservatives. However, resistance and conflict exist in every working context, including the context of Shanghai EAP as justified in the study, despite some of the students’ and the teacher’s resistance being counter-productive.","PeriodicalId":10808,"journal":{"name":"Critical Education","volume":"48 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2020-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85168928","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-04-09DOI: 10.14288/CE.V11I13.186543
Sean Sturm, S. Turner
The ‘totally pedagogised society’ might be considered an age after pre-pedagogical ancient literacy, the pedagogy of early universities and the utilitarianism of mass education, an age in which education has become a battle over the social futures of a ‘people to come.’ Here we concern ourselves with the neoliberal subjection of education to systems of economic measure, or ‘econometrics,’ that increasingly determine what is valuable and what is valued. Such systems have ‘ascriptive’ force in that they prescribe criteria for all kinds of educational performance. ‘Scripts’ like KPIs, evaluations, rankings, surveys, reports, reviews and so on, now digitised and constantly self-upgrading, enlist university workers in a neoliberal regime of measured and enhanced performance. More than that, they inscribe a certain ‘distribution of the sensible,’ a way of thinking, feeling and acting, that is not only textual but architectonic. In the same way as writing as mission, strategy and policy models buildings, buildings model a way of thinking, feeling and acting. Education becomes increasingly a matter of ‘built pedagogy.’ And the idea of education that most new university buildings instantiate is that education is about investment – both economic and emotional – that pays, rather than about imagination, which produces less marketable returns. In university environments today, we see a conflict between probable and possible futures: the former occupies itself with what is measurable and thus marketable in education; the latter, with education as the capacity to imagine new worlds. In the conflict between the two – probable and possible worlds – lies the life and/or death of the university.
{"title":"Life and Death and the University","authors":"Sean Sturm, S. Turner","doi":"10.14288/CE.V11I13.186543","DOIUrl":"https://doi.org/10.14288/CE.V11I13.186543","url":null,"abstract":"The ‘totally pedagogised society’ might be considered an age after pre-pedagogical ancient literacy, the pedagogy of early universities and the utilitarianism of mass education, an age in which education has become a battle over the social futures of a ‘people to come.’ Here we concern ourselves with the neoliberal subjection of education to systems of economic measure, or ‘econometrics,’ that increasingly determine what is valuable and what is valued. Such systems have ‘ascriptive’ force in that they prescribe criteria for all kinds of educational performance. ‘Scripts’ like KPIs, evaluations, rankings, surveys, reports, reviews and so on, now digitised and constantly self-upgrading, enlist university workers in a neoliberal regime of measured and enhanced performance. More than that, they inscribe a certain ‘distribution of the sensible,’ a way of thinking, feeling and acting, that is not only textual but architectonic. In the same way as writing as mission, strategy and policy models buildings, buildings model a way of thinking, feeling and acting. Education becomes increasingly a matter of ‘built pedagogy.’ And the idea of education that most new university buildings instantiate is that education is about investment – both economic and emotional – that pays, rather than about imagination, which produces less marketable returns. In university environments today, we see a conflict between probable and possible futures: the former occupies itself with what is measurable and thus marketable in education; the latter, with education as the capacity to imagine new worlds. In the conflict between the two – probable and possible worlds – lies the life and/or death of the university.","PeriodicalId":10808,"journal":{"name":"Critical Education","volume":"176 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2020-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75521885","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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