Hodgson, Naomi and Vlieghe, Joris and Zamojski, Piotr (2020) Manifestations of the Post-Critical: from shared principles to new pedagogical paths. Teoria de la Educacion. Revista Interuniversitaria, 32 (2). pp. 13-23. ISSN 1130-3743
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Abstract
In this introduction we give an account of the reasons for writing the Manifesto for
a Post-Critical Pedagogy. These stem from our experiences in the field of educational
research, as well as our work with teachers and future teachers, which we felt increasingly reflected the exhaustion of the critical paradigm in the humanities and social
sciences, as discussed by Bruno Latour, Jacques Rancière and others. We summarise
the main claims of the Manifesto, i.e. the principles we defend there, and explain
why we find it important to do so. We elaborate on what we mean by principles
with reference to the concept of «requirements» developed by Isabelle Stengers. We
conclude with an overview of the projects that have emerged since the publication of the Manifesto, illustrating the various ways in which the post-critical perspective has
been taken up in educational research. In particular we highlight how this has been
taken up in the development of specifically educational accounts of higher education,
teaching, and upbringing.
| Item Type: | Article |
|---|---|
| Additional Information and Comments: | This article has been published in Teoria de la Educacion. Revista Interuniversitaria on 1st July 2020, available online at: https://revistas.usal.es/index.php/1130-3743/article/view/teri.22576/22252. |
| Faculty / Department: | Faculty of Education and Social Sciences > School of Education |
| Depositing User: | Naomi Hodgson |
| Date Deposited: | 05 Nov 2020 14:43 |
| Last Modified: | 12 Nov 2024 11:30 |
| URI: | https://hira.hope.ac.uk/id/eprint/3175 |
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