NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1015724
Record Type: Journal
Publication Date: 2013
Pages: 10
Abstractor: ERIC
ISSN: ISSN-0160-7561
Guerilla-Pedagogy: On the Importance of Surprise and Responsibility in Education
Weems, Lisa D.
Philosophical Studies in Education, v44 p50-59 2013
This article examines the need for an epistemological and ethical shift to a "guerilla pedagogy" in education. Guerilla pedagogy is characterized as a form of engagement that utilizes a wide variety of strategies, tactics, and missives toward the goal of "reterritorializing" both the academy and what counts as knowledge production. Guerilla pedagogy takes for granted that subjectivity and collaboration are constituted via difference and conflict, and that both function with generative dynamics. Three attributes of guerilla pedagogy are explored in this article: (1) performativity; (2) surprise and suspense; and (3) responsibility. (Contains 36 footnotes.)
Ohio Valley Philosophy of Education Society. Web site:
Publication Type: Journal Articles; Opinion Papers; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A