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oapen-20.500.12657-254362022-07-21T14:40:05Z Manifesto for a Post-Critical Pedagogy Hodgson, Naomi Vlieghe, Joris Zamojski, Piotr radical pedagogy education critical theory manifesto queer optimism bic Book Industry Communication::J Society & social sciences::JN Education::JNA Philosophy & theory of education The belief in the transformative potential of education has long underpinned critical educational theory. But its concerns have also been largely political and economic, using education as the means to achieve a better – or ideal – future state: of equality and social justice. Our concern is not whether such a state can be realized. Rather, the belief in the transformative potential of education leads us to start from the assumption of equality and to attend to what is “educational” about education. In Manifesto for a Post-Critical Pedagogy we set out five principles that call not for an education as a means to achieve a future state, but rather that make manifest those educational practices that do exist today and that we wish to defend. The Manifesto also acts as a provocation, as the starting point of a conversation about what this means for research, pedagogy, and our relation to our children, each other, and the world. Manifesto for a Post-Critical Pedagogy invites a shift from a critical pedagogy premised on revealing what is wrong with the world and using education to solve it, to an affirmative stance that acknowledges what is educational in our existing practices. It is focused on what we do and what we can do, if we approach education with love for the world and acknowledge that education is based on hope in the present, rather than on optimism for an eternally deferred future. 2019-03-26 23:55 2020-01-23 14:09:07 2020-04-01T10:39:25Z 2020-04-01T10:39:25Z 2018 book 1004659 OCN: 1048158590 9781947447394 9781947447387 http://library.oapen.org/handle/20.500.12657/25436 eng application/pdf Attribution-NonCommercial-ShareAlike 4.0 International 1004659.pdf punctum books 10.21983/P3.0193.1.00 10.21983/P3.0193.1.00 979dc044-00ee-4ea2-affc-b08c5bd42d13 9781947447394 9781947447387 ScholarLed 110 Brooklyn, NY open access
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The belief in the transformative potential of education has long underpinned critical educational theory. But its concerns have also been largely political and economic, using education as the means to achieve a better – or ideal – future state: of equality and social justice. Our concern is not whether such a state can be realized. Rather, the belief in the transformative potential of education leads us to start from the assumption of equality and to attend to what is “educational” about education. In Manifesto for a Post-Critical Pedagogy we set out five principles that call not for an education as a means to achieve a future state, but rather that make manifest those educational practices that do exist today and that we wish to defend. The Manifesto also acts as a provocation, as the starting point of a conversation about what this means for research, pedagogy, and our relation to our children, each other, and the world. Manifesto for a Post-Critical Pedagogy invites a shift from a critical pedagogy premised on revealing what is wrong with the world and using education to solve it, to an affirmative stance that acknowledges what is educational in our existing practices. It is focused on what we do and what we can do, if we approach education with love for the world and acknowledge that education is based on hope in the present, rather than on optimism for an eternally deferred future.
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