A sixth principle for the 'Manifesto for a post-critical pedagogy'
<p>This article aims to engage in a conversation with the «<em>Manifesto for a post-critical pedagogy</em>» by Naomi Hodgson, Joris Vlieghe, and Piotr Zamojski. After a brief introduction, we examine, sometimes critically, each of the five principles that the authors presented to a...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Ediciones Universidad de Salamanca
2020-05-01
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| Series: | Teoría de la Educación: Revista Interuniversitaria |
| Subjects: | |
| Online Access: | https://revistas.usal.es/index.php/1130-3743/article/view/22384 |
| Summary: | <p>This article aims to engage in a conversation with the «<em>Manifesto for a post-critical pedagogy</em>» by Naomi Hodgson, Joris Vlieghe, and Piotr Zamojski. After a brief introduction, we examine, sometimes critically, each of the five principles that the authors presented to argue for a shift from a critical pedagogy to a post-critical pedagogy. In the last part of the article, we propose and justify a sixth principle that, in our opinion, would enrich both pedagogies: «Any critical or post-critical pedagogy, insofar it is pedagogy beyond being critical or post-critical, should recognize, explain and commit to viable educational practices capable of contributing to the transformation of the criticized realities».</p> |
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| ISSN: | 1130-3743 2386-5660 |