Abstract
Critical university studies courses can provide students with a context in which to learn not only about the concealed workings and hidden curriculum of the university, but more than that a liberatory space in which to find voice in shaping their own futures. This paper explores the liberatory potential of critical university studies through a conversation between a faculty member who designed and taught an interdisciplinary general education course on higher education and a student who was enrolled in the course the first time it was offered. The conversation explores the course’s pedagogy as both professor and student contemplate the ways in which contemporary higher education may limit the horizons of first-generation students and the ways in which critical university studies can open up possibilities and provide students with a sense of self-efficacy.
Highlights
In Fall 2012, Mikaila had the opportunity to develop a new course on higher education as part of a new general education program at Rhode Island College
Paper-length conversation about the course, we hope to provide a sense of the liberatory potential of critical university studies as a pedagogical practice
I asked students why we go to college, and we had an interesting conversation about vocationalization, general education, and students’ motivations
Summary
I was aware that my students did not have deep knowledge about higher education as an institution, or about navigating our own college successfully. Though they may not have all had the language for this, students saw how a course on higher education could http://radicalteacher.library.pitt.edu uncover the hidden curriculum of college that many struggle so much to master.
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