Legitimising critical pedagogy in the face of timorous, mechanistic pedagogy
Date
2015
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
UNISA Press
Abstract
The literature on critical pedagogy is awash, on the one hand, with notions of
emancipatory pedagogy that liberate students and teachers from the snares
of capitalist ideological hegemony. On the other hand, claims abound about
the declining fortunes of critical pedagogy, as it has struggled to find credibility,
coherence and legibility. This article delves into critical pedagogy and its
implications for education in a state of advanced capitalism, as well as its
attendant functionalist thinking. Practically, this means that, via theoretical
analysis, critical pedagogy is scrutinised in relation to student/teacher agency and
resistance; whether critical pedagogy stands in defence of ‘strong democracy’; the historical relevance of the theoretical genesis of critical pedagogy; whether
critical pedagogy is effective as ideology critique; whether critical pedagogy
is muscular enough as a counter-hegemonic practice; how critical pedagogy
parades itself in practical situations; and whether critical pedagogy is able to
conscientise students to asymmetrical power relations.
Description
CITATION: Isaacs, T. I. & Waghid, Y. 2015. Legitimising critical pedagogy in the face of timorous, mechanistic pedagogy. South African Journal of Higher Education, 29(3):158–178, doi:10.20853/29-4-505.
The original publication is available at http://www.journals.ac.za/index.php/sajhe
The original publication is available at http://www.journals.ac.za/index.php/sajhe
Keywords
Critical pedagogy
Citation
Isaacs, T. I. & Waghid, Y. 2015. Legitimising critical pedagogy in the face of timorous, mechanistic pedagogy. South African Journal of Higher Education, 29(3):158–178, doi:10.20853/29-4-505.