Utopia as method: a response to education in crisis?

Dermijnsbrugge, Elke Van; Chatelier, Stephen Eric

doi:10.1080/02188791.2022.2031870

Cited by 5 publications

(2 citation statements)

References 29 publications

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“…While we may not be able to argue effectively with those holding the purse strings, perhaps of more importance is to have the conviction to work in and against these conditions through orientations to pluralism over centeredness, to contribute to a university's relevance to their communities when the pandemic is finally fully brought back under control. Admittedly, we have undergone and to some extent are still undergoing a crisis, but that does not foreclose the possibility of a creative institutional response (Van Dermijnsbrugge and Chatelier, 2022). How do we view our own minoritisation and how did it affect our academic lives, especially during the pandemic?…”

Section: A Discussion Based On Critical Bivocalitymentioning

confidence: 99%

“…We can only urge others to adopt their own form of critically reflective dialogue to speak back to institutional marginalisation as long-term responses to the pandemic and its fall out set in. Acknowledgement is needed that ‘in relation to economies, mental health, social connection, and the concomitant impact on actual human lives is real and devastating’ (Van Dermijnsbrugge and Chatelier, 2022, p. 35). Therefore, these dialogues, the collaboration, and the care need to be ongoing, and a responsibility and requirement of such relationships is an inclusive space for all voices where none are silenced based on any non-conformity whatsoever.…”

Section: Discussionmentioning

confidence: 99%

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Precarious inclusion: A collaborative account of casualisation and teaching leadership challenges at the post-pandemic university

Lahiri-Roy

Whitburn

2023

QRJ

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PurposeThis paper emerged from the challenges encountered by both authors as academics during the COVID-19 pandemic and beyond. Based on their subsequent reflections on inclusion in education for minoritised academics in pandemic-affected institutional contexts, they argue that beyond student-centred foci for inclusion, equity in the field, is equally significant for diverse teachers. Working as tempered radicals, they contend that anything less is exclusionary.Design/methodology/approachUsing a reciprocal interview method and drawing on Freirean ideals of dialogue and education as freedom from oppression, the authors offer dual perspectives from specific positionings as a non-tenured woman academic of colour and a tenured staff member with a disability.FindingsIn framing this work dialogically and through Freirean ideals of conscientização, the authors' collective discussions politicise personal experiences of marginalisation in the teaching and researching of inclusion in education for preservice teachers, or more pointedly, in demonstrating the responsibility of all to orientate towards context-dependent inclusive practices. They assert that to enable educators to develop inclusion-oriented practice, the contextual frameworks need to ensure that they question their own experiences of inclusion as potentially precarious to enable meaningful teaching practice.Research limitations/implicationsIt offers perspectives drawing on race, dis/ability and gender drawing on two voices. The bivocal perspective is in itself limitation. It is also located within a very Australian context. However, it does have the scope to be applied globally and there is opportunity to further develop the argument using more intersectional variables.Practical implicationsThe paper clearly highlights that universities require a sharper understanding of diversity, and minoritised staff's quotidian negotiations of marginalisations. Concomitantly inclusion and valuing of the epistemologies of minoritised groups facilitate meaningful participation of these groups in higher education contexts.Social implicationsThis article calls for a more nuanced, empathetic and critical understanding of issues related to race and disability within Australian and global academe. This is much required given rapidly shifting demographics within Australian and other higher education contexts, as well as the global migration trajectories.Originality/valueThis is an original research submission which contributes to debates around race and disability in HE. It has the potential to provoke further conversations and incorporates both hope and realism while stressing collaboration within the academic ecosystem to build metaphorical spaces of inclusion for the minoritised.

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Section: A Discussion Based On Critical Bivocalitymentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Precarious inclusion: A collaborative account of casualisation and teaching leadership challenges at the post-pandemic university

Lahiri-Roy

Whitburn

2023

QRJ

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Educational Utopianism beyond the “Real versus Blueprint” Dichotomy

Papastephanou

2024

Stud Philos Educ

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Much educational utopianism revolves around the “real versus blueprint utopia” dichotomy and the prescriptive normativity that utopian education involves. In this paper, I suggest that the “real and blueprint” distinction should not be dichotomized and that a richer set of normativities, apart from prescription, should operate in educational utopias. Ethico-politically and educationally, it is crucial to have affirmative rather than incriminatory utopias, regardless of their being real or blueprint. To argue this out, first I introduce the concepts of incriminatory and affirmative utopianism. Next, I sketch the educational-theoretical setting and discuss the current reliance on the “real versus blueprint utopia” dichotomy. Then I use the conceptual tool of incriminatory utopianism to show that risks of totalitarianism threaten all visions (even liberal anti-utopian ones) and not only blueprint utopianism. Therefore, we need not dichotomize real and blueprint utopias and embrace the former unconditionally. I conclude with some illustrations of why utopian thought involves multiple normativities rather than prescriptivism alone.

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Methods to imagine transformative futures. An integrative literature review.

Ketonen-Oksi,

Vigren

2024

Futures

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Utopia as method: a response to education in crisis?

Cited by 5 publications

References 29 publications

Precarious inclusion: A collaborative account of casualisation and teaching leadership challenges at the post-pandemic university

Precarious inclusion: A collaborative account of casualisation and teaching leadership challenges at the post-pandemic university

Educational Utopianism beyond the “Real versus Blueprint” Dichotomy

Methods to imagine transformative futures. An integrative literature review.

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