2012
DOI: 10.1007/s11217-012-9336-1
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Pedagogies of Hope

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Cited by 94 publications
(51 citation statements)
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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%
“…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%
“…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%
“…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%