Manifest für eine Post-Kritische Pädagogik

Hodgson, Naomi; Vlieghe, Joris; Zamojski, Piotr

doi:10.1515/9783839459799-002

Cited by 6 publications

(11 citation statements)

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“…The aim is to disrupt and stand back from taken-for-granted notions (Bacchi, 2012) of ‘education’, looking for silences (Bacchi, 2009: 12) and the norms and values that come along with them in Communications on the Modernisation Agenda for Higher Education (MAHE) by the European Commission (EC). In that sense, the aim of this study can be seen in line with the aim of post-critical research as ‘articulat[ing] those aspects of our current conditions that are left out of view by both dominant discourses and practices, and by the negative critiques that show us how we are oppressed by these’ (Hodgson et al, 2017: 81). The postcritical perspective goes beyond a mere position of negative critique and instead creates ‘a space of thought that enables practice to happen anew’ (Hodgson et al, 2017: 17).…”

Section: Introductionmentioning

confidence: 83%

“…In that sense, the aim of this study can be seen in line with the aim of post-critical research as ‘articulat[ing] those aspects of our current conditions that are left out of view by both dominant discourses and practices, and by the negative critiques that show us how we are oppressed by these’ (Hodgson et al, 2017: 81). The postcritical perspective goes beyond a mere position of negative critique and instead creates ‘a space of thought that enables practice to happen anew’ (Hodgson et al, 2017: 17). Here, we first focus on the problem representations of education in HE, and in a second step we problematise these problem representations from an educational perspective.…”

Section: Introductionmentioning

confidence: 83%

“…In line with the post-critical perspective (Hodgson et al, 2017), we try to articulate the onset of an alternative articulation of education in HE.…”

Section: Problematising Problem Representations (And Related Policy S...mentioning

confidence: 99%

“…We look at pedagogy in the broader sense, hereby referring to the term Pädagogik in the German language and its related discipline (Biesta, 2011a; Vlieghe, 2020) and focus on specific educational questions (Biesta, 2011a: 188; Biesta, 2015a). This starts from value judgements and questions on what is seen as ‘educationally desirable’ (Biesta, 2011b: 209) or ‘what we hold as worthy of passing on’, as ‘worthy of affirmation’ (Hodgson et al, 2017: 80, 85). In that sense, it concerns our practices ‘that students and academics perform’ (Hodgson et al, 2020: 3), or what is done, rather than the institutional aspect of it.…”

Section: Taking On An Educational Perspectivementioning

confidence: 99%

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Problematising ‘education’ in the Modernisation Agenda for Higher Education: The onset of language(s) of education

Custers

Magalhães

2021

European Educational Research Journal

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Starting from the assumption that ‘education’ in higher education (HE) is a floating signifier and can take on different meanings, we problematise the problem representations regarding the notion of ‘education’ in HE. We hereby focus on the analysis of problem representations in a set of Communications on the Modernisation Agenda for Higher Education by the European Commission. Drawing on Bacchi’s method What’s the Problem Represented to be, we look at two policy solutions and their related problem representations. Using Pollack’s term ‘creeping competence’, and drawing on previous research, we identify within these problem representations and policy solutions, a double creeping competence. Secondly, we problematise these problem representations and creeping competences from an educational perspective. The first problem representation is problematised as being instrumental and monofunctional. By contrast, we look at what it means to look at HE as worthy in and of itself, and as having multiple purposes at once. The second problem representation of a language of learning is problematised by suggesting the onset of language(s) of education. We conclude that further research is needed to pursue this articulation of these languages of education and hence to explore other possible articulations of education in HE.

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Section: Introductionmentioning

confidence: 83%

Section: Introductionmentioning

confidence: 83%

“…In line with the post-critical perspective (Hodgson et al, 2017), we try to articulate the onset of an alternative articulation of education in HE.…”

Section: Problematising Problem Representations (And Related Policy S...mentioning

confidence: 99%

Section: Taking On An Educational Perspectivementioning

confidence: 99%

See 2 more Smart Citations

Problematising ‘education’ in the Modernisation Agenda for Higher Education: The onset of language(s) of education

Custers

Magalhães

2021

European Educational Research Journal

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“…S pomocí našich komunikačních partnerů předvedeme, že jedním z podstatných rysů Domova F a zároveň tím, který výrazně formuje prostory regulované svobody, je pedagogická povaha jeho přechodů, vyznačující se delegitimizací zájmů a motivací objektů pedagogického působení, podmíněností nabytých svobod a silným morálním apelem. V diskusní, páté kapitole posléze probereme, co toto zjištění znamená pro analýzu regulované svobody v rámci aparátů ovládání, spolu s možnostmi postkritické pedagogiky [Wortmann 2019;Hodgson, Vlieghe, Zamojski 2017;Latour 2004] pro rekonceptualizaci takové analýzy.…”

Section: (Ne)polemické Konceptualizace Svobody a Ovládáníunclassified

'Everything's the Same, Everything's Halted': Quarantine in a 'Home' for People Identified as Disabled

Synek¹,

Hradcová²,

Carboch³

2022

Czech Sociological Review

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While many evaluations of the response from residential social services to the COVID-19 pandemic have pointed to high mortality rates and human rights violations, some have given a positive assessment of their performance. Whatever the verdict, it is a fact that the clients of residential social services were subject to stricter and longer lockdown measures than the rest of the population. Our ethnographic research describes the lockdown technologies used at Home F, a residential institution for people identified as disabled. Setting out from the assumption that freedom is not the antithesis of some united regulatory regime but is the result of the intersection of various repertoires and logics of influence, the research analyses the 'passages' that regulate relations between the clients and their surroundings before and during the pandemic. It shows that the regulatory mechanisms that were put in place to facilitate an effective pandemic response do not constitute a new apparatus but only an intensification of technologies already in place. With the aim of mitigating risk, they delegitimise the needs of clients, render relations dependent on obedience, and pass moralised judgements on behaviour. Such 'pedagogical arrangements' cause emotional suffering and do not leave much space for freedom. In the discussion in the article we link our findings to the current debates about the productivity of power and (post)critical pedagogy, concluding that while pedagogy necessarily accompanies the management of risks, a critical gesture that delegitimises the interests and opinions of the objects of pedagogy may not be the most appropriate pedagogical method available.

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Solidarität-Lernen und Post-Kritik – interdisziplinäre Denkanstöße für doing Verantwortung

Breser,

Seyss-Inquart

2023

Citizenship. Studien Zur Politischen Bildung

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Manifest für eine Post-Kritische Pädagogik

Cited by 6 publications

References 0 publications

Problematising ‘education’ in the Modernisation Agenda for Higher Education: The onset of language(s) of education

Problematising ‘education’ in the Modernisation Agenda for Higher Education: The onset of language(s) of education

'Everything's the Same, Everything's Halted': Quarantine in a 'Home' for People Identified as Disabled

Solidarität-Lernen und Post-Kritik – interdisziplinäre Denkanstöße für doing Verantwortung

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