Students and Teachers Need Critical Pedagogy

Habib, Sadia

doi:10.1007/978-3-319-60381-0_6

Cited by 1 publication

(3 citation statements)

References 36 publications

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“…While the NLHF had been investing to engage young people more closely with heritage, the establishment of Kick the Dust was needed as despite all efforts, young people were still 'under-represented as audiences, participants and volunteers at heritage sites and services' (Lanchin, 2019, n.p.). The British Council's preliminary consultation found that many young people in the United Kingdom (of South Asian heritage) do not see heritage organisations as sites to explore cultural heritage, even though exploring identity and belonging is important to young people (Imran et al, 2018).…”

Section: Methods -Young People Reflecting On a Heritage Projectmentioning

confidence: 99%

“…Central to our 'youth-led' work is the idea that knowledge production should not solely be the domain of white middle-class academics: this has been continually emphasised by Habib (2020Habib ( , 2021. Young people should contribute to and create knowledge (Cuevas-Parra, 2020), particularly as the act of producing knowledge in non-academic spaces matters to marginalised or misrepresented communities (Delgado, 2006).…”

Section: Methods -Young People Reflecting On a Heritage Projectmentioning

confidence: 99%

“…Cultural organisations can use the principles and practices of critical pedagogy to improve how the cultural sector engages with diverse young people's interests and identities (Habib, 2021). When there are opportunities to explore identities and belongings in collaborative and caring spaces, young people are eager to explore social justice through arts and culture (Habib, 2020); they gain confidence and skills to engage in social activism.…”

Section: Conclusion: Cultivating a Community Of Care And Changementioning

confidence: 99%

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‘Being part of a space made up of people of colour, led by people of colour’: Young people navigating institutional whiteness in the cultural sector

Habib,

Alam,

Chowdhury

et al. 2024

Children & Society

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In 2020, after George Floyd's murder and with the mobilisation of Black Lives Matter activism, many UK institutions announced social media pledges to tackle racism. The cultural sector promised honest conversations about race, racism and whiteness and offered hope for social justice. However, not long after claims of imminent change on the part of cultural organisations, it went quiet. Conversations about race, racism and whiteness, once again, were not a priority. Rightly, young activists question the performative nature of cultural institutions expressing anti‐racist commitment and social justice values. Drawing upon the experiences of museum education, engagement and activism, the key question addressed in this paper by the author and members of the Our Shared Cultural Heritage Young Collective is: How do young people understand and experience the processes of engaging in education and activism in what they perceive to be overwhelmingly white middle‐class cultural institutions? The authors argue that museums can be useful, relevant and interesting to young people if museum staff actively seek to learn from them through participatory action research. The authors share some highlights, challenges and complexities of our ‘youth‐led’ work in the heritage sector, in the hope that museums and galleries, as well as other arts and cultural organisations, might learn and benefit from our experiences and knowledge of young people's activism in the heritage sector.

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Section: Methods -Young People Reflecting On a Heritage Projectmentioning

confidence: 99%