The affective dimension of everyday resistance: implications for critical pedagogy in engaging with neoliberalism’s educational impact

Zembylas, Michalinos

doi:10.1080/17508487.2019.1617180

Cited by 38 publications

(10 citation statements)

References 53 publications

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“…109 From these examples, we can see that resistance can also be understood as "a flux of affects" producing (un)anticipated (micro)political effects that confront power. 110 While not always progressive or emancipatory, acts of resistance can nonetheless produce "alternative affective spaces" that allow for new ways of being in community. 111 In contrast to pedagogies of the practical, antioppressive pedagogies can therefore be understood as "pedagogies of emotion," 112 founded in shared practices of caring, solidarity, and resistance.…”

Section: Instilling Small Cracksmentioning

confidence: 99%

Information Literacy, Diversity, and One-Shot “Pedagogies of the Practical”

Nicholson¹,

Seale²

2022

CRL

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This essay examines the information literacy one-shot in conjunction with similar one-off training approaches often found in diversity education. Through this lens, we interrogate the ways that superficial approaches to complex issues such as misor disinformation and racism inhibit the kinds of engagement and (un)learning that transformative pedagogy requires as well as the structural conditions that give rise to such approaches. We find that information literacy and diversity one-shots emerged within the neoliberal turn in higher education and share a common philosophical foundation in liberalism and a belief that educated publics will come to consensus in the interest of the social good; they are based in narratives of individual deficiency, empowerment, and self-work. They are "pedagogies of the practical," practices that ultimately fail to challenge white supremacist structures in higher education. Because education is about affect, emotion, and beliefs as well as knowledge, transactional one-shots can never truly be transformational or liberatory. We conclude by considering the role of affect in teaching and learning, and how "pedagogies of emotion" might help us to better address power and race in the information literacy classroom.

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Section: Instilling Small Cracksmentioning

confidence: 99%

Information Literacy, Diversity, and One-Shot “Pedagogies of the Practical”

Nicholson¹,

Seale²

2022

CRL

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“…Critical pedagogues argue that schools are inherently political institutions that have been shaped by neoliberalism, where teachers’ autonomy has been vastly reduced as they are forced to adopt prescriptive and restrictive policies and practices (Giroux, 2016; Hursh, 2007; Zembylas, 2021). Resultingly, teachers have become more compliant and less radical with an expectation that they should be apolitical rather than taking an open stand against inequity and anti-democratic practices (Giroux, 2016; McLaren, 2014).…”

Section: Critical Pedagogy: the Philosophical Foundations For Social ...mentioning

confidence: 99%

“…Resultingly, teachers have become more compliant and less radical with an expectation that they should be apolitical rather than taking an open stand against inequity and anti-democratic practices (Giroux, 2016; McLaren, 2014). The ambitious objective of critical pedagogy, therefore, is to achieve equity through a moral vision of justice-orientated education (Kress, 2011; Sandars, 2017; Spaaij et al, 2016; Zembylas, 2021). Here, it is claimed that critical pedagogy can provide historical, political and ethical guidance to those who believe in the transformative and emancipatory power of education (Kincheloe, 2004).…”

Section: Critical Pedagogy: the Philosophical Foundations For Social ...mentioning

confidence: 99%

Active agents of change: A conceptual framework for social justice-orientated citizenship education

Egan-Simon

2022

Equity in Education & Society

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Social justice–orientated citizenship education (SJCE) can help young people to develop the knowledge, skills and dispositions to work collectively towards solutions to problems such as human rights violations, global poverty and environmental sustainability (DeJaeghere and Tudball, 2007; Banks, 2017; Hartung, 2017). Furthermore, SJCE can enable young people to think critically, consciously and compassionately and allow them to grow intellectually with a concern for equality and justice. This paper presents a conceptual framework for SJCE for educators and educational researchers wishing to explore citizenship education within social justice contexts. The framework is based on four constitutive elements: agency, dialogue, criticality and emancipatory knowledge, and has its philosophical foundations deeply rooted in the values and principles of critical pedagogy (Kincheloe, 2004; McLaren, 2014; Giroux, 2016). This conceptual framework for SJCE is ultimately concerned with developing justice-orientated active agents of change who are concerned with making the world more democratic, equitable and just.

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“…The website was constructed to advance a space in which to engage in further conversation. Zembylas (2013Zembylas ( , 2021 invited us to interrogate how emotion and affect, dimensions embedded within (post)traumatic contexts, are multifaceted, critical elements in any struggle for change. These spaces, then, should allow interlocutors to dwell within the discomfort, applying emotional effort to listening to one another and discussing both "the potential and the harm that troubled knowledge stimulates" (Zembylas, 2013, p. 184).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“With Fear in Our Bellies”: A Pan-Canadian Conversation With Early Childhood Educators

2022

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The highly gendered, classed, and racialized early childhood education and care (ECEC) workforce in Canada labours under exploitative conditions: low status and pay and lack of recognition. Early childhood educators have recently faced two additional contextual shifts that further complicate their daily work and practice: the COVID-19 pandemic and the Federal announcement of funding for a national universal childcare system. This paper is the result of a broader study that set out to uncover the innovative changes and practices in ECEC policy, practice, and pedagogy enacted across provincial/territorial boundaries in diverse communities across Canada with the hope of contributing to the ongoing conversation informing the development of a new system of ECEC in Canada. Qualitative data for this paper were derived from solicited photo collages and a video-taped webinar conversation with early childhood educators, responding to the following question: “What does it mean to be an early childhood educator at this moment?” Viewed through a critical lens, the findings elucidated four intersecting narratives: loss, sacrifice, adaptation, and hope. This paper contributes to ongoing discussions about the fluid and contextual nature of professionalism within ECEC. As we attempt to mobilize for transformative change and social action in the development of a competent ECEC system in Canada, it is imperative to provide space for the lived experiences, critical insights, and interwoven story lines offered by educators and children. Keywords: early childhood education, early childhood educators, professionalism, care, COVID-19

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The affective dimension of everyday resistance: implications for critical pedagogy in engaging with neoliberalism’s educational impact

Cited by 38 publications

References 53 publications

Information Literacy, Diversity, and One-Shot “Pedagogies of the Practical”

Information Literacy, Diversity, and One-Shot “Pedagogies of the Practical”

Active agents of change: A conceptual framework for social justice-orientated citizenship education

“With Fear in Our Bellies”: A Pan-Canadian Conversation With Early Childhood Educators

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