E-ducating the gaze: the idea of a poor pedagogy

Masschelein, Jan

doi:10.1080/17449641003590621

Cited by 131 publications

(69 citation statements)

References 2 publications

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“…Masschelein () develops a similar argument. He criticises the tradition of critical emancipatory education that is aimed at ‘opening the eyes’ of the students, confronting them with what is at stake in the real world.…”

Section: Educating the Gazementioning

confidence: 68%

“…Poor pedagogy in this view is a practice that ‘invites one to go outside in the world, to expose oneself, i.e. to put oneself in an uncomfortable, weak position, and it offers the means and support to do so’ (Masschelein , 49). Such an approach should enable students to become attentive in search of the world and its truth, ‘which is not the truth about the real, but the truth that comes out of the real’ (Masschelein (, 51).…”

Section: Educating the Gazementioning

confidence: 99%

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What Can We Learn from Art Practices? Exploring New Perspectives on Critical Engagement with Plurality and Difference in Community Art Education

Wildemeersch¹

2018

Int J Art Design Ed

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The article presents a case of community art education in Leuven, Belgium. Participants who belong to disenfranchised groups of the local community were invited to engage in artistic actions and performances aiming at familiarising them with modern art practices. Such experiments are often disqualified as being irrelevant to the life‐conditions of these families in poverty, and hence as non‐emancipatory. In this article, the emancipatory quality of such initiatives is explored with reference to the art practices of the Belgian/Mexican artist Francis Alÿs and the reflections on emancipation by the French philosopher Jacques Rancière. These reflections help to shed a new light on the emancipatory dimension of community art practices and to consider theoretical concepts such as ‘poor pedagogy’.

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Section: Educating the Gazementioning

confidence: 68%

Section: Educating the Gazementioning

confidence: 99%

What Can We Learn from Art Practices? Exploring New Perspectives on Critical Engagement with Plurality and Difference in Community Art Education

Wildemeersch¹

2018

Int J Art Design Ed

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“…However, this may be one case where less is indeed more, and where our inability to take in or hold is the key to a more ethically grounded research enterprise. Masschelein (, p. 49) suggests that ‘critical educational research requires … a poor pedagogy, a poor art: the art of waiting, mobilizing, presenting’.…”

Section: Exactitude and Lightnessmentioning

confidence: 99%

Icarus Falling: Re-Imagining Educational Theory

Pirrie

2015

Journal of Philosophy of Education

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This article offers a critique of the notion of ‘capacity building’ in educational theory. Are the intentions behind the latter enterprise as benign and altruistic as they first appear? How is the term ‘capacity building’ to be understood? The article presents a radical and daring alternative for re‐invigorating educational research that foregrounds the ethical engagement of the researcher by exploring the expressive, cognitive and imaginative possibilities of language. Drawing on the Calvino's idea of the ‘lightness of thoughtfulness’, I suggest that the emphasis accorded to the notion of ‘capacity building’ may detract attention from the equally significant role of incapacity in helping us to move the discussion forward in a responsive and ethical way.

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“…In such approach to democracy and critical educational practice, what is needed is not so much a big reservoir of expertise, but rather an attitude that creates opportunities for a plurality of voices to 'come into presence' (Biesta, 2011, p. 4) as competent contributors in a space where new, unexpected answers can emerge. One could call such pedagogy in a provocative way a 'poor pedagogy' (Fenwick, 2006;Masschelein, 2010), in contrast with the sophisticated pedagogies cultivated by experts who need to demonstrate their advanced instruments in view of acquiring or sustaining legitimacy as a trained expert.…”

Section: Redefining Emancipatory Pedagogy As 'Poor Pedagogy'mentioning

confidence: 99%

“…In a similar way, Masschelein (2010) claims that an emancipatory pedagogy today is a poor pedagogy that 'invites one to go outside into the world, to expose oneself, i.e. to put oneself in an uncomfortable, weak position, and it offers the means and support to do so' (Masschelein, 2010, p. 49).…”

Section: Redefining Emancipatory Pedagogy As 'Poor Pedagogy'mentioning

confidence: 99%

Adult and community education in complex societies: reconsidering critical perspectives

Wildemeersch

2014

International Journal of Lifelong Education

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In this contribution, I explore how critical pedagogical perspectives can inspire adult and community education practices. The central argument is that today, in contrast with the heydays of emancipatory practices and theories, the classical critical approaches need reconsideration. The paper explores how these approaches sometimes have a stultifying effect on the participants in practice. In line with the French philosopher Rancière, a perspective is explored that departs from emancipated participants rather than from participants in need of emancipation. The theoretical investigation is inspired by reflections on art practices that struggle with similar questions on emancipation as the field of adult and community education.That we live in complex societies today is the least one can say. Needless to say that, the current financial and economic crisis has dramatic consequences for many people living in the 'welfare societies'. Many countries still struggle to save their banking system and keep the state finances in balance. This happens often at the expense of the ordinary person in the street threatened with unemployment and income decrease, who has limited arms to resist to, what I consider, the pressures of the financial elites. In the beginning of the 1970s, there was still great optimism about how progress could be organized so as to achieve the reduction of poverty, to arrive at a fair redistribution of incomes and opportunities and to organize collective welfare in countries that were freeing themselves from dictatorial or colonizing regimes. This created a wave of optimism about the so-called 'manufacturability' of society, also in the fields of education, welfare and culture. Criticism and optimism were in the air, though we were then already approaching the end of the 'trente glorieuses' (the glorious thirty years), a period of unequalled economic growth and increased welfare for the common person and the elites in western societies.Tony Judt, in his inspiring book on the rise and fall of the welfare society (2010), describes how in the United States and in Europe, the period between Danny Wildemeersch is an emeritus professor of social and cultural pedagogy of the university of Leuven (Belgium).

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E-ducating the gaze: the idea of a poor pedagogy

Cited by 131 publications

References 2 publications

What Can We Learn from Art Practices? Exploring New Perspectives on Critical Engagement with Plurality and Difference in Community Art Education

What Can We Learn from Art Practices? Exploring New Perspectives on Critical Engagement with Plurality and Difference in Community Art Education

Icarus Falling: Re-Imagining Educational Theory

Adult and community education in complex societies: reconsidering critical perspectives

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