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Zusatztext At a time when educators need to extend discussions about alternatives to traditional models of education, Hopeful Pedagogies in Higher Education is a relevant and timely work. Given the global landscapes of contemporary politics and the growing misconceptions about higher learning, the contributing authors recognize the need for democratic dialogues about the lessons of the past and fostering hope for the future. 'Critical pedagogies' do not have to be synonymous with pessimistic instruction. [This book] challenges the negativity of dominant discourses of the current state of the world and instead offers new ideas for new pedagogical possibilities for meaningful and promising futures. Informationen zum Autor Mike Seal has three part-time roles: Director of the Centre for Research into the Education of Marginalised Children and Young Adults (CREMCYA) and Professor of Youth and Community Education, St Mary’s University Twickenham, UK, Professor of Critical Pedagogy at Birmingham City University, UK, and the National Officer of the Professional Association of Lecturers of Youth and Community Work (PALYCW). Vorwort Re-examines the conceptual terrain for critical pedagogy and, through examples, assesses its potential to be actualised within higher education through hopeful pedagogies. Zusammenfassung Many accounts of critical pedagogy, particularly accounts of trying to enact it within higher education (HE), express a deep cynicism about whether it is possible to counter the ever creeping hegemony of neo-liberalism, neo- conservatism and new managerialism within Universities. Hopeful Pedagogies in Higher Education acknowledges some of these criticisms, but attempts to rescue critical pedagogy, locating some of its associated pessimism as misreading of Freire and offering hopeful avenues for new theory and practice. These misreadings are also located in the present, in the assumption that unless change comes within the lifetime of the project, it has somehow failed. Instead, this book argues that a positive utopianism is possible. Present actions need to be celebrated, and cultivated as symbols of hope, possibility and generativity for the future - which the concept of hope implies. The contributors make the case for celebrating the pedagogies of HE that operate in liminal spaces – situated in the spaces between the present and the future (between the world as it is and the world as it could be) and also in the cracks that are beginning to show in the dominant discourses. Inhaltsverzeichnis List of FiguresNotes on ContributorsSeries Editor’s ForewordAcknowledgements Introduction: Are Hopeful Pedagogies Possible in Higher Education Section One: Key Ideas and the Conceptual and Policy Terrain 1. Key Concepts of Critical Pedagogy: How We Teach – Mike Seal, response by Alan Smith 2. Critiques of Critical Pedagogy: The Post Critical– Leoarna Mathias & Mike Gilsenan, response by Joris Vlieghe 3. Perspective on the possibility of Hopeful Critical Pedagogies within Higher Education – Mike Seal, response by Stephen Cowden 4. The Higher Education Policy Landscape: Resistance is Possible – Sarah Parkes and Jane Beniston, response by Neil M Speirs 5. The Pedagogy of Partnership – John Peters and Leoarna Mathias, response by Professor Mike Neary Section Two: Hopeful Pedagogies in Higher Education Hopeful Pedagogy within Courses 6. Early Years to Higher Education: Legacy and the Creation and Connection of Hopeful Spaces - Julie Boardman and Jane Beniston, response from Carol Aubrey. 7. Widening the Cracks: Co- Constructing Learning Within Dialogical Spaces - Jane Beniston and Debbie Harris, response from Dr. László Varga PhD 8. Preparing for an Unexpected Journey! Exploring the Experience of Teaching Critical Pedagogy through Critic...
