TITLE

Critical pedagogy and popular education: towards a unity of theory and practice

AUTHOR(S)
WIGGINS, NOELLE
PUB. DATE
April 2011
SOURCE
Studies in the Education of Adults;Spring2011, Vol. 43 Issue 1, p34
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
In critical and feminist educational circles there has been a lively debate between those who call for more emphasis on contextualisation and concrete practices and those who defend a more generalised view of critical pedagogy. The unceasing march of corporate globalisation and neoliberalism make it absolutely urgent that educators and organisers dedicated to social justice find ways to work together to increase our effectiveness and extend our fields of action. Popular education, which shares historical roots with critical pedagogy, can help to resolve some of the enduring dilemmas of critical pedagogy and increase its ability to achieve its goals. In this paper, the author locates herself within the field of popular education and provides an introduction to its philosophy/methodology. Next, she reviews what popular education has to offer in terms of relevant language, concrete practices, and opportunities to experience changed social relations, providing examples from her own practice. Finally, she proposes a synthesis of the two philosophies/practices, which can be brought about through increased dialogue and joint action between critical and popular educators.
ACCESSION #
65764713

 

Related Articles

  • Women, education and the big, bad society. THOMPSON, JANE // Adults Learning;Feb2011, Vol. 22 Issue 6, p8 

    The article reports on the danger in the 21st century of losing the advantages that feminists gained in previous generations to the present capitalism crisis in Great Britain. The author describes feminist education in the 1970s, which developed critical consciousness and intellectual...

  • An agenda to strengthen culturally responsive pedagogy. SLEETER, CHRISTINE E. // English Teaching: Practice & Critique (University of Waikato);Jul2011 Special Issue, Vol. 10 Issue 2, p7 

    Over the last two decades in many countries, culturally responsive, multicultural and bilingual approaches to teaching have largely been replaced by standardised curricula and pedagogy, rooted in a political shift toward neoliberalism that has pushed business models of school reform. I argue...

  • Beyond the Neoliberal Imaginary: Investigating the Role of Critical Pedagogy in Higher Education. Lawrence, Melanie // Journal for Critical Education Policy Studies (JCEPS);Oct2015, Vol. 13 Issue 2, p246 

    This article uses the qualitative case study approach to investigate the lived experience of three faculty members in higher education who identify themselves as critical pedagogues during an era of neoliberal restructuring. This research explores what the possibilities are for enacting critical...

  • Revolutionizing Pedagogy: Education for Social Justice Within and Beyond Global Neoliberalism. Fassbinder, Samuel Day // Education Review (10945296);2010, p1 

    The article reviews the book "Revolutionizing Pedagogy: Education for Social Justice Within and Beyond Global Neoliberalism," edited by Sheila Macrine, Peter McLaren and Dave Hill.

  • When eagles are allowed to fly -- a global and contextual perspective on teacher education in Ethiopia. Dahlstr´┐Żm, Lars // International Journal of Progressive Education;Oct2007, Vol. 3 Issue 3, p6 

    The present reconfiguration of education by neo-liberal forces worldwide is taken as a basis for this essay. Drawing on examples of how this reconfiguration operates on national arenas through decisive and dishonest discourses of commoditisation and privatisation, management and efficiency,...

  • Conclusion. Weiner, Eric J. // Private Learning, Public Needs: The Neoliberal Assault on Democr;2004, p149 

    A chapter from the book "Private Learning, Public Need: The Neoliberal Assault On Democratic Education" is presented. It discusses the conclusion on the topics in the previous chapters which avers that it is best to have a democratic theory of education to be able to lead the way for making...

  • The Paradox of Luselo-Lufhanga Metaphors: African Women Defining Leadership for Social Justice. Phendla, Thidziambi // International Studies in Educational Administration (Commonwealt;2008, Vol. 36 Issue 1, p22 

    This article uses black feminist theory to explore the lives of principals in South Africa. It takes as a foundation the metaphor of 'luselo' a Tshivenda word which describes an interwoven African tray, related to the multilayered and multiplied burdens of oppression experienced by women in...

  • Feminist Approaches to Social Justice Education: The Role of Faculty Development. Osei-Kofi, Nana // Feminist Formations;Winter2018, Vol. 30 Issue 3, p160 

    How can faculty development be used as a strategy to advance feminist and other critical approaches to social justice education in US institutions of higher education? In this essay, I consider the aforementioned question, drawing on my experience working with faculty development and curriculum...

  • LIFE HISTORIES OF CANADIAN WOMEN AS ACTIVE CITIZENS: IMPLICATIONS FOR POLICIES AND PRACTICES IN ADULT EDUCATION. Gonthro, Patricia // Canadian Journal for the Study of Adult Education;Mar2009, Vol. 21 Issue 2, p19 

    Within the context of neoliberalism and globalization, the concept of active citizenship is an increasingly important concern for all countries, including Canada. This paper focuses on the results of a research study funded by the Canadian council on Learning that profiles life histories of...

Share

Read the Article

Courtesy of THE LIBRARY OF VIRGINIA

Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics