Shades of Freire: Exorcising the spectre haunting pedagogy

• Authors: Andrew Wilkins
• Languages of publication: EN

Abstracts

EN

In the second part of this special issue on neoliberalism, pedagogy and curriculum, I explore the contributions of each author to confronting neo-liberal reforms of education, notably the spectre of neo-liberalism haunting aspects of pedagogy, teaching and curriculum. Exemplary of the scholarly work produced by many critical educators, the contributing authors share an understanding of the oppressive function of educational apparatuses and their complicity with the reproduction of dominant epistemes of knowledge/power. In this case, neo-liberalism is defined as a canonical narrative through which existing education relations, practices and discourses are structured and mediated. Against this neo-liberal imaginary, the authors argue in favour of models of knowing, learning and teaching that work to sustain practices of critical inquiry and self-discovery among learners as active, reflexive and engaged subjects. The result is a timely collection of papers critiquing the nuances pertaining to the global transmission of neo-liberal education and a much- -needed reinvigoration of the Freirean demand for a liberating and critical pedagogy.

Keywords

EN

pedagogy; curriculum; neoliberalism; policy; democracy; politics

• Publisher: Sciendo
• Journal: Journal of Pedagogy
• Year: 2013
• Volume: 4
• Issue: 1
• Pages: 5-10

Dates

published

2013-06-01

online

2013-04-03

Contributors

author

Andrew Wilkins

• Roehampton University, Department of Education, Roehampton Lane, London, SW15 5PU, UK

References

• Alexander, R. (2008). Pedagogy, Culture and Curriculum. In P. Murphy, J. Soler, & K. Hall (eds.) Pedagogy and Practice: Culture and Identities. (pp. 3-27). The Open University: Milton Keynes
• Bernstein, B. (1999). Official knowledge and pedagogic identities. In F.Christie (ed.) Pedagogy and the Shaping of Consciousness. Continuum: London
• Freire, P. (1996 [1968]). Pedagogy of the Oppressed. Translated by Myra Bergman Ramos. Penguin: London
• Giroux, H. (2004). The Terror of Neoliberalism. Authoritarianism and the Eclipse ofDemocracy. Paradigm: Colorado
• Hill, D. (2007). Neoliberalism and the perversion of education. In E.W. Ross, & R. Gibson (eds.) Neoliberalism and education reform. (pp. 107-144). Cresskill, NJ: Hampton Press
• Mccafferty, P. (2010). Forging a ‘neoliberal pedagogy’: The ‘enterprising education’ agenda in schools. Critical Social Policy, 30 (4), 541-563.[WoS][Crossref]
• Wilkins, A. (2012a) Push and pull in the classroom: Gender, competition and the neoliberal subject. Gender and Education, 24 (7), 765-768.[WoS][Crossref]
• Wilkins, A. (2012b) Pedagogy of the Consumer: The Politics of Neo-liberal Welfare Reform. Journal of Pedagogy. Special issue: Neo-liberalism, Pedagogy and Curriculum:A Global Perspective I, 3(2), 161-173.

Identifiers

DOI

10.2478/jped-2013-0001