From Critical Education to An Embodied Pedagogy of Hope: Seeking a Liberatory Praxis with Black, Working Class Girls in the Neoliberal 16–19 College
| Autor: | Camilla Stanger |
|---|---|
| Jazyk: | angličtina |
| Předmět: |
Praxis
media_common.quotation_subject Discourse analysis 05 social sciences Neoliberalism 050301 education Gender studies 0506 political science Education Philosophy Working class Dance education Critical theory Pedagogy Rhetoric 050602 political science & public administration Sociology Philosophy of education 0503 education media_common |
| Zdroj: | Studies in Philosophy and Education. |
| ISSN: | 0039-3746 |
| DOI: | 10.1007/s11217-016-9561-0 |
| Popis: | In this article I present a discussion about the purpose of education of, for and with black, working class, young women within an inner-London, twenty-first century college, and explore the complex and imperfect ways that educational purpose translates into educational practice. I discuss the respective value of two contrasting discourses of education that operate in this college: firstly, a neoliberal discourse of education and educational success; secondly, a critical tradition of education, as traced through the work of Paulo Freire, feminist critics of his work and, ultimately, the work of bell hooks. I argue that a neoliberal rhetoric surrounding education, and the ways it translates into the practice of educating, plays a particular role in Black British, working class girls’ continuing educational marginalization. I thus articulate a more liberatory approach to teaching and learning with young, black women, drawing specifically on a hooksian vision of education as it emerges primarily through the work of, Ruth Nicole Brown and Stephanie D. Sears. Within these discussions, I explore dance as a potentially liberatory pedagogic practice, and articulate a possible approach here as an, always imperfect, embodied pedagogy of hope. |
| Databáze: | OpenAIRE |
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