Iain Jones, Critical pedagogy and its place within an undergraduate Education Studies curriculum

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John Rose-Adams
9 January 2012

 

To be presented at the Widening Participation Conference 2012 'Discourses of Inclusion in Higher Education', 24-25 April 2012
Critical pedagogy and its place within an undergraduate Education Studies curriculum
Iain Jones
The principles and theoretical frameworks of critical pedagogy could provide a basis for a transformative discourse and alternative vision within higher education with implications for students and lecturers and inclusive policy and practice. What distinguishes such a discourse is that it is not based on a deficit model. The paper evaluates critical pedagogy and its ‘place’ within this discourse and a specific higher education curriculum. Re-configurations of pedagogical methods and space can lead to a place for a problem posing education that is inspired, but not fixed, by Freire and that responds to a call for a pedagogy developed through a shared sense of critical hope. However, these debates and practices need to be understood by analysing the conditions that such a transformative discourse of higher education is developed within and, in turn, how these conditions work on the concepts and practices of ‘authentic dialogue’ and ‘creative spaces’.

To be presented at the Widening Participation Conference 2012 'Discourses of Inclusion in Higher Education', 24-25 April 2012

Critical pedagogy and its place within an undergraduate Education Studies curriculum

Iain Jones

The principles and theoretical frameworks of critical pedagogy could provide a basis for a transformative discourse and alternative vision within higher education with implications for students and lecturers and inclusive policy and practice. What distinguishes such a discourse is that it is not based on a deficit model. The paper evaluates critical pedagogy and its ‘place’ within this discourse and a specific higher education curriculum. Re-configurations of pedagogical methods and space can lead to a place for a problem posing education that is inspired, but not fixed, by Freire and that responds to a call for a pedagogy developed through a shared sense of critical hope. However, these debates and practices need to be understood by analysing the conditions that such a transformative discourse of higher education is developed within and, in turn, how these conditions work on the concepts and practices of ‘authentic dialogue’ and ‘creative spaces’.

 

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Interview with author

The research paper you are presenting is titled 'Critical pedagogy and its place within an undergraduate Education Studies curriculum'. I'm interested to learn why you chose to pursue this piece of research: Why these issues in particular?

For two reasons. One, is that I am in the second year of a Doctorate at the Institute of Education and issues of critical pedagogy and curriculum have emerged as an area of interest in the three pieces of work I have completed. Secondly, these issues weave into my teaching. The pilot study I conducted was designed to open up spaces for thinking through how learners' voices and identities, and my own as a practitioner researcher, could make a dual contribution:  to my emerging research practice, for the next phase of my Doctorate, and my teaching. Emerging issues from the study, that particularly interest me, are the tensions and dilemmas between the principles of critical pedagogy (eg dialogue and 'voice') and whether and how these principles are empowering in practice.

Great answer, thanks. Where do you see this research and yourself heading in the future? Are there particular themes or strands of the work that you particularly want to follow up on?

The pilot study, that is the basis for my paper at the conference, provides a starting point for the next phase of my Doctorate. Over the next year, I am working on an Institutional Focussed Study. Using a critical ethnography I will be exploring emerging themes from the pilot: how 'restricted' and ' extended' conceptions of voice are shaped by performativity and, in turn, how these act on spaces for critical pedagogy.

John Rose-Adams
15:02 on 27 February 2012

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