Abstract
Post-critical pedagogy is an attempt to step outside the endless repetition of critical research in education. ‘Posting’ critique and thereby posing the question of alternatives works against a stagnating tendency for current educational debates to appear unsatisfactory, paralysing, and tedious. This essay describes the limits of critical pedagogy and possibilities of a ‘post-critical pedagogy’. It is structured according to the term’s three elements of ‘critique’, ‘post’, and ‘pedagogy’. For each of these elements, the essay describes two ways of understanding; not to play them off against each other, but to show how manifold post-critical pedagogy can and should be. The essay concludes with a proposal of three analytical dimensions for further work on a post-critical pedagogy.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
