ERIC Number: EJ795233
Record Type: Journal
Publication Date: 2004
Reference Count: 23
Critical Pedagogy and the Postmodern/Modern Divide: Towards a Pedagogy of Democratization
Giroux, Henry A.
Teacher Education Quarterly, v31 n1 p31-47 Win 2004
Educators and other cultural workers need a new political and pedagogical language for addressing the changing contexts and issues facing a world in which capital draws upon an unprecedented convergence of resources--cultural, political, economic, scientific, military, and technological--to exercise powerful and diverse forms of hegemony. In this article, the author highlights some pedagogical, though provisional, principles that offer both a language of critique and possibility for referencing pedagogy as a moral and political practice that is informed by a politics and project that takes a position against the scourge of neoliberalism but does not stand still, that points to the possibility of a politics of democratic struggle, without underwriting a politics with guarantees. He argues for a transformative pedagogy rooted in a project of resurgent democracy--one that relentlessly questions the kinds of labor, practices, and forms of production that are enacted in public and higher education. Such an analysis should be relational and contextual, as well as self-reflective and theoretically rigorous.
Descriptors: Critical Theory, Democracy, Politics, Higher Education, Postmodernism, Public Education, Social Change, Intergroup Relations
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Publication Type: Journal Articles; Opinion Papers; Reports - Descriptive
Education Level: Elementary Secondary Education; Higher Education
Authoring Institution: N/A