The audacity of hope: Towards poorer pedagogies

Fenwick, Tara

doi:10.1080/02660830.2006.11661521

Cited by 17 publications

(16 citation statements)

References 24 publications

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“…One of the protagonists of this poor pedagogy is Fenwick (2006). In an interesting contribution called 'the audacity of hope', she raises the question if and how pedagogy can still articulate hope without again constructing a new grand narrative.…”

Section: Redefining Emancipatory Pedagogy As 'Poor Pedagogy'mentioning

confidence: 98%

“…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: 98%

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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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Section: Redefining Emancipatory Pedagogy As 'Poor Pedagogy'mentioning

confidence: 98%

Section: Redefining Emancipatory Pedagogy As 'Poor Pedagogy'mentioning

confidence: 98%

Adult and community education in complex societies: reconsidering critical perspectives

Wildemeersch

2014

International Journal of Lifelong Education

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“…To inhabit the critique, to enact the living with or non-transcendence of the untenable, requires what Fenwick (2006) calls "an attitude of mindful engagement," which necessitates a shift "from recovering and projecting a pre-given world to enacting the immediate" (para. 36).…”

Section: Curriculum Theory At the End Of Hopementioning

confidence: 99%

The Abandonment of Hope: Curriculum Theory and White Moral Responsibility

Maudlin

2014

Journal of Curriculum and Pedagogy

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“…Levada ao extremo, esta visão separa a mente do corpo, o pensar do fazer e, o individual do coletivo. Assim, a noção de desenvolvimento termina sendo criticada por estar arraigada em hierarquias e nas deficientes suposições de que os trabalhadores precisam capacitar-se de acordo com o que é determinado pelo olhar do pedagogo ou planejador de recursos humanos, numa trajetória progressiva de tempo cronológico (FENWICK, 2006).…”

Section: Aprendizagem Como Aquisição Ou Desenvolvimento Individualunclassified

Organizações culturais e a aprendizagem baseada em práticas

Flach

Antonello

2011

Cad. EBAPE.BR

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ResumoConsiderando que o objeto de estudo por si mesmo é uma questão de debate entre orientações intelectuais muitas vezes antagônicas, para a presente análise delimitou-se o foco em organizações que atuam no âmbito artístico e cultural e que não produzem em escala industrial. A questão que norteia este ensaio teórico é: quais são os processos de aprendizagem que permeiam o desenvolvimento de profissionais que trabalham em organizações que atuam no setor cultural e das artes? Na tentativa de responder esta indagação tem-se como objetivo principal discutir e explorar as contribuições da literatura sobre os processos de aprendizagem informal nas práticas de trabalho de profissionais que atuam nestas organizações. Assim, explora-se a visão da aprendizagem baseada em práticas como uma possibilidade para maior compreensão das organizações que atuam no setor de atividades culturais e artísticas.Palavras-chave: aprendizagem informal, organizações culturais, indústrias criativas, aprendizagem baseada em práticas, comunidades de prática. AbstractConsidering that the focus of study is a matter of often antagonistic intellectual debate, we have chosen to define the focus of this review and consider the organizations operating within an artistic and cultural environment, rather than producing on an industrial scale. The main question of this essay is: what are the learning processes that permeate the development of professionals who work in organizations in the field of arts and in the cultural sector? In order to attempt to answer this question, the main goal of the study is to discuss and explore the contributions of the literature to the processes of learning in the practical work of professionals in these fields of organizations. Thus, the essay explores the vision of Practice-based Learning as a possibility for a better understanding of the organizations operating in the sector of cultural and artistic activities.

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The audacity of hope: Towards poorer pedagogies

Cited by 17 publications

References 24 publications

Adult and community education in complex societies: reconsidering critical perspectives

Adult and community education in complex societies: reconsidering critical perspectives

The Abandonment of Hope: Curriculum Theory and White Moral Responsibility

Organizações culturais e a aprendizagem baseada em práticas

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