Pedagogies of Hope

Webb, Darren

doi:10.1007/s11217-012-9336-1

Cited by 94 publications

(51 citation statements)

References 39 publications

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“…And what takes place has to be something more than a series of radically open, always-unfinished exploratory encounters. Utopian pedagogy concerns itself with constructing visions of alternative ways of being, recognising that substantive programmatic visions of the future (blueprints) are needed in order to inspire and guide transformative hope and action (Webb 2009(Webb , 2013a(Webb , 2013b. Fears of totalising closure and the indignity of speaking for others are misplaced.…”

Section: Resultsmentioning

confidence: 99%

Educational archaeology and the practice of utopian pedagogy

Webb

2017

Pedagogy, Culture & Society

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This paper explores the idea, and some elements of the (potential) practice, of utopian pedagogy. It begins by outlining the general aims of 'utopian pedagogy' and notes the shift within contemporary writings away from the metaphor of the architect (armed with a utopian 'blueprint') towards that of the archaeologist. The ontological underpinnings of educational archaeology are discussed before attention turns to a critical examination of the pedagogical process of excavation. The key questions here are (to labour the metaphor) where to dig and how to identify a utopian find. The paper argues that, without a substantive normative vision to serve as a guide, utopian archaeology is conceptually flawed and practically ineffectual, romanticising an endlessly open process of exploration. The final section suggests that the fears associated with utopian architecture (authoritarian imposition, totalising closure) are misplaced and that drawing up a 'blueprint' should be the aim and responsibility of utopian pedagogy.

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Section: Resultsmentioning

confidence: 99%

Educational archaeology and the practice of utopian pedagogy

Webb

2017

Pedagogy, Culture & Society

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“…Thus, I conclude that hope praxis enacted alongside the values of hooks' engaged pedagogy in teacher education programmes offers many possibilities and implications for improving school functionality and addressing educational change in the country. As Webb (2012) proposed: "Rather than leading one to transform the world itself, hope leads one instead to transform one's 'inner attitude' towards it" (p. 401); this idea resonates with the purpose of a liberatory education.…”

Section: Discussionmentioning

confidence: 99%

“…It is important to note, however, that the concept of a collective hope transcends the idea of a shared hope that is collectively held by a group of individuals pursuing a common outcome. It is more aligned to Webb's (2012) description of a transformative hope, or a "collective, mutually-efficacious and socially transformative mode of hoping" (p. 409), which is rooted in shared experiences. Such a hope can transform the entire collective group towards a new way of being, thus allowing hope simultaneously to become the process, the orientation, and the outcome.…”

Section: Learning To Construct Knowledge Through Collaborative Partimentioning

confidence: 99%

Positioning a practice of hope in South African teacher education programmes

Cherrington

2017

Educ. res. soc. change

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Schools are described as ideal settings for nurturing and fostering children's hopes, and the teaching profession as rooted in hopefulness. However, there is a paucity of research linking hope theory and teacher education in the South African context. Using evidence from my own transformative, visual participatory research with rural South African children on hope and well-being, I argue in this position paper that hope theory, in particular an African perspective of hope, should be positioned alongside discussions on practising an engaged pedagogy to enable teaching practices that are more congruent with an Afrocentric worldview. This article argues a need to infuse relational hope in teacher education practices by encouraging collaborative, participatory learning engagements that create safe and creative spaces for critical dialogue, allowing for multiple voices and experiences to be heard. Such practices could in turn foster a sense of collective hope-characterised by the values of connectedness, caring, and collective agency-thereby equipping student teachers with the tools to build communities of hope in their classrooms and schools. The article concludes with implications of mobilising such a practice of hope through an engaged pedagogy in student teacher education in the South African context.

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“…In addition to classical philosophical considerations such as those offered by Ernst Bloch [29] and Gabriel Marcel [25,30], many contemporary discussions of hope occur in light of mere suggestions of the importance of hope in the thought of thinkers such as Aristotle, Aquinas, and Kant. Additionally, although there are some general accounts offered [31][32][33][34], numerous essays concern either a particular application of hope to some applied issue (for example, in relation to health care, see [35][36][37]; in relation to environmental ethics, see [38]; and in relation to educational pedagogy, see [39]), or in relation to some other philosophical notion-especially the relationship of hope to virtue (see, [40][41][42][43][44][45]). In light of this expanding literature, it can quickly seem difficult to find a way into the debates without getting repetitive, or simply being critical of the accounts already offered.…”

Section: Expectation Eschatological and Otherwisementioning

confidence: 99%

Living Joyfully after Losing Social Hope: Kierkegaard and Chrétien on Selfhood and Eschatological Expectation

Simmons

2017

Religions

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Abstract:In this essay, I offer an existential-phenomenological consideration of what it might look like to live joyfully after losing social hope. Using the example of the widespread hopelessness that many are feeling in light of the election of Donald Trump, I suggest that the danger of losing hope is that we can also lose our selfhood in the process. In order to develop a conception of "eschatological hope" that would be resistant to the loss of such social and political expectations, I draw specifically on Søren Kierkegaard's notion that "the expectancy of faith is victory," and Jean-Louis Chrétien's idea of "the unhoped for," in order to develop a model of hope that remains when it seems like all other hope has been lost. Rather than being overcome by anxiety about the future, eschatological hope fosters joy in the present.Keywords: hope; eschatology; joy; subjectivity; Søren Kierkegaard; Jean-Louis Chrétien; David Kangas; Claude Romano; phenomenology; philosophy of religion This essay is dedicated to the memory of my mentor and friend, David Kangas, for whom the eschaton is now a reality rather than merely a hope. He not only taught me to read Kierkegaard, but also how to live.

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Pedagogies of Hope

Cited by 94 publications

References 39 publications

Educational archaeology and the practice of utopian pedagogy

Educational archaeology and the practice of utopian pedagogy

Positioning a practice of hope in South African teacher education programmes

Living Joyfully after Losing Social Hope: Kierkegaard and Chrétien on Selfhood and Eschatological Expectation

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