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1

The Curse of Totalitarianism and the Challenge of Critical Pedagogy

100%

Giroux H. A.

Chowanna

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2020

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issue 1(54)

1-22

PL

Expanding critical pedagogy as a mode of public pedagogy suggests being attentive to and addressing modes of knowledge and social practices in a variety of sites that not only encourage critical thinking, thoughtfulness and meaningful dialogue, but also offer opportunities to mobilize instances of moral outrage, social responsibility and collective action. Such mobilization opposes glaring material inequities and the growing cynical belief that today’s culture of investment and finance makes it impossible to address many of the major social problems facing the United States, Canada, Latin America and the larger world. Most importantly, such work points to the link between civic education, critical pedagogy and modes of oppositional political agency that are pivotal to creating a politics that promotes democratic values, relations, autonomy and social change.

2

Higher Education and the Politics of Disruption

100%

Giroux H. A.

Chowanna

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2020

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issue 1(54)

1-20

PL

At its best education is dangerous because it offers young people and other actors the promise of racial and economic justice, a future in which democracy becomes inclusive and a dream in which all lives matter. In a healthy society universities should be subversive; they should go against the grain, and give voice to the voiceless, the unmentionable and the whispers of truth that haunt the apostles of unchecked power and wealth. Pedagogy should be disruptive and unsettling and push hard against the common sense vocabularies of neoliberalism and its regime of affective management.

3

Thinking Dangerously: The Role of Higher Education in Authoritarian Times

100%

Giroux H. A.

Chowanna

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2020

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issue 1(54)

1-12

PL

The notion of a neutral, objective education is an oxymoron. Education and pedagogy do not exist outside of ideology, values and politics. Ethics, when it comes to education, demand an openness to the other, a willingnessto engage a “politics of possibility” through a continual critical engagement with texts, images, events and other registers of meaning as they are transformed into pedagogical practices both within and outside of the classroom. Education is never innocent: It is always implicated in relations of power and specific visions of the present and future. This suggests the need for educators to rethink the cultural and ideological baggage they bring to each educational encounter. It also highlights the necessity of making educators ethically and politically accountable for and self-reflective about the stories they produce, the claims they make upon public memory, and the images of the future they deem legitimate.

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3 Chowanna

3 Giroux H. A.

3 2020

The Curse of Totalitarianism and the Challenge of Critical Pedagogy

Higher Education and the Politics of Disruption

Thinking Dangerously: The Role of Higher Education in Authoritarian Times