Working with critical reflective pedagogies at a moment of post-truth populist authoritarianism

Morris, Charlotte

doi:10.1080/13562517.2021.1965568

Cited by 6 publications

(3 citation statements)

References 49 publications

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“…Yet, within contexts dominated by neoliberal logics, the language of gender equity can be framed as 'unnatural' or as having gone 'too far'. Moreover, whilst neoliberalism has emptied the subject, 'neoconservatism [… fills] this gap with normative white hegemony' (Gray & Nicholas, 2019, p. 272), thus fuelling a rise of farright and populist movements, including those that distillate around notions of white male victimhood (Morris, 2021). Whilst schools have fallen silent on gender equity, an online 'manosphere' has thus surfaced that aggressively champions masculinist logics, from which young people are not immune.…”

Section: Taking Stockmentioning

confidence: 99%

Curriculum, democracy and pedagogies for justice: a collective futures dialogue

Maher,

Rigney,

King

et al. 2024

Curric Perspect

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This collaborative paper by members of the Pedagogies for Social Justice Research Group responds to the question of how curriculum and pedagogy can be with and for democracy. Our introduction takes Alice Rigney’s and Dewey’s insights on education and democracy as our point of departure for learning together. As a collective, we have gathered together multiple ways of perceiving and enacting a curriculum for democracy in a context of de-democratisation. We approach tensions, intersections, limits and possibilities of curriculum and democracy from the frames of ‘woven’ curriculum and critical Indigenous pedagogies; racially, religiously and culturally responsive pedagogies; dialogic and relational approaches; agentic, embodied, activist and rights-based pedagogies; and everyday praxis.Kalkadoon scholar Mikayla King’s opening paper on the woven curriculum provides both a point of departure and a grounding site for weaving together our collaborative insights into curriculum, democracy and pedagogies for justice. Garrett and Windle draw attention to how affective and embodied pedagogies can challenge mind/body binaries and activate rights-based modes of being and learning. Memon observes how religion shapes the lifeworlds of learners and proposes a move towards learning from religion. Wrench, Carter, Paige and O’Keeffe advocate for the embedding of eco-justice principles, sociologically informed curriculum, and culturally responsive and story-sharing pedagogies. Lovell and Schulz claim racial literacy as an essential component of a pluralistic democracy that honours First Nations’ sovereignty. Soong suggests that ‘everyday pedagogy’ might enable educators to relate with pre-service teachers as critical and empathetic humanists beyond the role of neoliberalised technicians. Colton and McDonald highlight possibilities within the curriculum for learners to act with the pluralities of the world. McDonald and Schulz argue that gender equity is a necessary foundation for a peaceful, democratic world. We conclude with Hattam’s reiteration of how schooling as a key site for social formation re-produces the nation. He urges us to defy the monologue of authoritarian governing and ‘live together through dialogue’.

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Section: Taking Stockmentioning

confidence: 99%

Curriculum, democracy and pedagogies for justice: a collective futures dialogue

Maher,

Rigney,

King

et al. 2024

Curric Perspect

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“…The decomposition/recomposition of the contemporary university refers to the process through which traditional structures, functions, and purposes of universities are reshaped or reconfigured in response to techno-rationalism and its associated forces (Thomas, 2021). This process involves both dismantling and reassembling elements of the university, resulting in significant changes to its organisational structure, governance practices, pedagogical approaches, and societal roles The decomposition/recomposition is influenced by the increasing reliance on digital governance, market-oriented logic and the prioritisation of technological solutions in higher education (Adeyemo, 2023).…”

Section: Literature Review Techno-rationalism and Decomposition/recom...mentioning

confidence: 99%

Techno-Rationalism and Higher Educational Law: Examining Legal Frameworks in Southern African Universities from a Freirean Critical Pedagogy Perspective

Pietersen,

Langeveldt,

Van Wyk

2023

JCVE

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This conceptual article explores the profound impact of techno-rationalism on educational law in Southern African universities. It also examines the influence of techno-rationalism on equity, social justice and academic freedom within higher education in the digital era. The article critically analyses the reshaping of educational law in Southern Africa by considering technological advancements, economic forces, affective factors and socio-cultural dynamics. It aims to investigate whether the implementation of techno-rationalist discourses hinders social justice aspirations in universities. Additionally, the article explores how pervasive neoliberalism and market-driven logic are at universities, questioning whether these practices overshadow the institution’s core objectives and commitment to social justice. The article envisions possibilities for reconceptualising the university in the era of techno-rationalism through the critical pedagogy theory. This theory is relevant to this work because it promotes an emancipatory theoretical framework that challenges learning environments, especially higher education institutions, where people might be politically, socially and economically disempowered. It also calls for a holistic approach to knowledge, curriculum and pedagogy that recognises the university’s embeddedness in a broader ecological and socio-cultural context. Through this exploration, the article contributes to the scholarly discourse on the decolonisation of universities and seeks to inspire new lines of enquiry addressing inequality and the pursuit of social justice in Southern African higher education institutions.

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“…At the turn of the twenty-first century, there was a movement which saw cyberspace as a utopian site for a new way of living, building on political movements from the 1960s counterculture (Turner 2008). Such utopianism has been dampened by threats to democracy (Barrett et al 2021) and political polarisation characterised by claims of fake news rather than debate and compromise in a posttruth era (Fuller 2018;Morris 2021).…”

Section: Mode 3 University: the Universal Networkmentioning

confidence: 99%

The Idea and Becoming of a University Across Time and Space: Ivory Tower, Factory and Network

Matthews

2022

Postdigit Sci Educ

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The modern university has grown from small scale, elite access institution, growing out of the Enlightenment period in Europe in the early nineteenth century. Freedom to pursue knowledge and ‘dare to know’ was a key characteristic of the Enlightenment university, conceptualised here as Mode 1 Elite Ivory Tower University. The twentieth century saw a rapid rise in national government involvement, funding and regulating universities as a way of nation state building. This developed within social contexts of neoliberal knowledge and information economies. Market demand and regulation, seeing teaching and research as products saw huge growth of universities in size and number globally. More citizens accessed and engaged with universities as large institutions, conceptualised here as a Mode 2 Mass Access Factory University. Globalisation, digital technologies and a move away from big organisations and states is seeing an emergence of a Mode 3 Universal Network University which is universal and unbundled in complex technological and social network relationships, often underpinned by a form of capitalism which is developing neoliberal approaches aided by data collection and information networks. These three modes are developed and explored here through a postdigital lens across time (genealogically) and space (residual, dominant and emerging discourses and cultures remaining in and between institutions) as a theoretical framework with which to research and envisage the characteristics, discourse, perceptions and becoming of the current and future university.

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Working with critical reflective pedagogies at a moment of post-truth populist authoritarianism

Cited by 6 publications

References 49 publications

Curriculum, democracy and pedagogies for justice: a collective futures dialogue

Curriculum, democracy and pedagogies for justice: a collective futures dialogue

Techno-Rationalism and Higher Educational Law: Examining Legal Frameworks in Southern African Universities from a Freirean Critical Pedagogy Perspective

The Idea and Becoming of a University Across Time and Space: Ivory Tower, Factory and Network

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