Amsler, Sarah (2013) Criticality, pedagogy and the promises of radical democratic education. In: Acts of knowing: critical pedagogy in, against and beyond the university. Continuum, London. ISBN UNSPECIFIED (In Press)

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Abstract

This chapter asks what, if anything, critical education can contribute to the defence and creation of democracy in ‘post-democratic’ societies. It argues that the traditions of critical pedagogy have much to offer this project, but also that those seeking to engage with them need to do so creatively. It introduces a range of work in the critical-pedagogical tradition, showing that each one offers a different definition of ‘criticality’; and illustrates how these are relevant for students and teachers who want to create deeper and more radical democratic forms of life.

Item Type:	Book Section
Additional Information:	This chapter asks what, if anything, critical education can contribute to the defence and creation of democracy in ‘post-democratic’ societies. It argues that the traditions of critical pedagogy have much to offer this project, but also that those seeking to engage with them need to do so creatively. It introduces a range of work in the critical-pedagogical tradition, showing that each one offers a different definition of ‘criticality’; and illustrates how these are relevant for students and teachers who want to create deeper and more radical democratic forms of life.
Keywords:	critique, critical pedagogy, post-democracy, radical democracy
Subjects:	L Social studies > L222 Democracy L Social studies > L370 Social Theory X Education > X342 Academic studies in Higher Education
Divisions:	College of Social Sciences > Centre for Educational Research and Development (CERD)
Depositing User:	Sarah Amsler
Date Deposited:	19 Oct 2012 20:07
Last Modified:	19 Oct 2012 20:07
URI:	http://eprints.lincoln.ac.uk/id/eprint/6601

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