Description
Book SynopsisAn introduction to critical pedagogy for all those working within higher education.
Critical Pedagogy is an approach that is fundamentally democratic, informal, non-hierarchical, determined by participants, privileges the oppressed and their perspectives and is committed to action. Higher education (HE), conversely, is often un-democratic, formal, hierarchical, determined by tutors and national bodies, re-inscribes existing privileges and is distant from lived experience. The book starts from the premise that critical pedagogies are possible in HE, while recognising the tensions to be ameliorated in trying to enact them. It re-examines the concept and explores its practical application at an institutional level, within the curriculum, within assessment, through learning and teaching and in the spaces in-between.
The Critical Practice in Higher Education series provides a scholarly and practical entry point for academics into key areas of higher education practice. Each book in the series explores an individual topic in depth, providing an overview in relation to current thinking and practice, informed by recent research. The series will be of interest to those engaged in the study of higher education, those involved in leading learning and teaching or working in academic development, and individuals seeking to explore particular topics of professional interest. Through critical engagement, this series aims to promote an expanded notion of being an academic – connecting research, teaching, scholarship, community engagement and leadership – while developing confidence and authority.
Trade Review"This book is for all those who are still hopeful about the role higher education plays in improving life chances, and in trying to make the World a kinder place in which to live and thrive. Mike Seal and Alan Smith have produced a book of great beauty: they have skilfully made complex ideas concerning critical pedagogy accessible to all, whilst conveying an underlying passion which engages - indeed entices - readers to think critically and carefully about their own practice in a variety of contexts. If you want to make a positive difference in the way higher education should evolve democratically and accountably, you should read it, learn from it, apply it. Each day and – most importantly – collectively. This is a book that everyone should read!"
-- Stella Jones-Devitt, * Professor of Critical Pedagogy, SCoLPP (Staffordshire Centre of Learning and Pedagogic Practice) Staffordshire University, UK. *
"Through the lens of Enabling Critical Pedagogy, education is envisioned as an informal, shared and negotiated experience in which the roles of student and educator are flexible and interchangeable. Within this space, rich, organic learning can truly take place…From a student perspective, higher education lacks a sense of togetherness, transparency and accountability… This book instills faith in oneself as practitioner and student and offers the possibility of genuinely fulfilling experiences in higher education. Readers are left with the message of, “we don't know if we don't try”. Whether it be creating an inclusive space for honest dialogue within daily practice or becoming actively accountable for academia’s debt to the colonial world - the book offers a sense of hope that pedagogues can create radical change and transformation within higher education."
-- Hannah Poklad * Freelance Photographer & Leeds Beckett Youth and Community Work MA Level 7 Student *
Table of ContentsIntroduction: the challenge of critical pedagogy in higher education
- What is critical pedagogy
- Critical pedagogy in higher education Institutions
- Critical pedagogy and curriculum
- Critical pedagogy and assessment
- Critical pedagogy and learning and teaching
- Critical pedagogy in the spaces in-between
Conclusion: conditions for a future agenda for critical pedagogy in higher education
