Critical Pedagogy in the Neoliberal University: Reflections on the York University Strike through a Marcusean Lens (original) (raw)

Making Space for Critical Pedagogy in the Neoliberal University: Struggles and Possibilities

The neoliberalization of university education requires transformative approaches to teaching and learning. This article, which emerged out of a panel on critical pedagogy at the 2013 Association of American Geographers annual meeting in Los Angeles, brings together four contributed ‘tales’ that demonstrate how pedagogy-as-resistance opens up political possibilities both inside and outside of the higher education classroom. Drawing upon key themes within the tales, we explore possible strategies to intervene in and disrupt various forms of oppression that play out through the neoliberalization of higher education. We suggest that geographers should contest, rather than accommodate, the encroachment of neoliberalism into our classrooms. This article concludes with a discussion of the benefits of incorporating a caring and critical pedagogy into higher education.

Beyond the Neoliberal Imaginary: Investigating the Role of Critical Pedagogy in Higher Education

Journal Critical Education Policy Studies, 2015

This article uses the qualitative case study approach to investigate the lived experience of three faculty members in higher education who identify themselves as critical pedagogues during an era of neoliberal restructuring. This research explores what the possibilities are for enacting critical pedagogies within a neoliberal climate of educational restructuring in higher education at a Canadian university located in South Western Ontario. The principle goal of this research is to gain a deeper understanding of how neoliberalism is shaping the experience of those practicing as critical pedagogues in higher education and why critical pedagogy is of increasing importance in an era of neoliberal restructuring.

"The Neoliberal University and the Neoliberal Curriculum"

Humanitas, 2018

Many recent critics of the neoliberal university blame traditionalists during the American academic culture wars of the 1980s and 1990s for the impetus to treat institutions of higher learning like businesses. This paper challenges this contention, stressing that the origins of academic neoliberalism are much earlier. It demonstrates that nineteenth-century university reformers such as Charles W. Eliot knowingly crafted a curriculum that embodied free-market capitalism. This is the true origin of the corporate university in the US, and critics of campus neoliberalism must not overlook curricular neoliberalism as they aim to reform our higher education.

Institutionalising critical pedagogy: Lessons from against and beyond the neo-liberal university

Power & Education, 2017

This article approaches the question of how far critical pedagogy can be institutionalised through a series of historical and contemporary examples. Current debates concerned with the co-operative university are examined, as well as histories of independent working-class education and the free university movement. Throughout this history, critical pedagogy has occupied a difficult space in relation to higher education institutions, operating simultaneously against and beyond the academy. The Deweyian concept of 'democratisation' allows the institutionalisation of critical pedagogy to be considered as a process, which has never been and may never be achieved, but is nevertheless an 'end-in-view'. The article concludes by offering the Lucas Plan as a model of radical trade unionism that could be applied to the democratisation of existing universities and the institutionalisation of critical pedagogy.

A Forward to the Special Issue on Neoliberalism in Education The Long Road to Redemption: Critical Pedagogy and the Struggle for the Future

2015

Follow this and additional works at: http://digitalcommons.chapman.edu/education\_articles Part of the Civic and Community Engagement Commons, Curriculum and Social Inquiry Commons, Educational Leadership Commons, Educational Sociology Commons, Education Policy Commons, Liberal Studies Commons, Other Education Commons, Other Sociology Commons, Politics and Social Change Commons, Social and Philosophical Foundations of Education Commons, Social Psychology and Interaction Commons, and the Sociology of Culture Commons

Enhancing criticality and resistance through teaching in the neoliberal academy

Subjectivity, 2020

Academic work and teaching in academia are undergoing major changes in the present neoliberal era. Our purpose in this article is to explore theoretically and in practice how to bring criticality and resistance to life through teaching in the academy and to demonstrate it is not necessarily always a narrative of success. The article is based on our experiences as critical scholars struggling to find ways to contribute to questions of education and social justice, both individually and jointly, over the past 20 years. In this article, we particularly want to examine some of the possibilities and challenges of bringing homo politicus back into the agenda of education.

Whither Critical Pedagogy in the Neoliberal University Today?: Two UK practitioners' reflections on constraints and possibilities

ELiSS-Enhancing Learning in the Social Sciences, 2008

This paper, based on the reflections of two academic social scientists, offers a starting point for dialogue about the importance of critical pedagogy within the university today, and about the potentially transformative possibilities of higher education more generally. We first explain how the current context of HE, framed through neoliberal restructuring, is reshaping opportunities for alternative forms of education and knowledge production to emerge. We then consider how insights from both critical pedagogy and popular education inform our work in this climate.

Critical Pedagogy and Teacher Education in the Neoliberal Era

Explorations of educational purpose, 2009

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