When Schools Become Dead Zones of the Imagination: A Critical Pedagogy Manifesto

By Henry A. Giroux | Published 13 August 2013 by Truthout.org

Excerpt:

While pedagogies of repression come in different forms and address different audiences in various contexts, they all share a commitment to defining pedagogy as a set of strategies and skills to use in order to teach prescribed subject matter. In this context, pedagogy becomes synonymous with teaching as a technique or the practice of a craft-like skill. There is no talk here of connecting pedagogy with the social and political task of resistance, empowerment or democratization. Nor is there any attempt to show how knowledge, values, desire and social relations are always implicated in power.  Any viable notion of critical pedagogy must reject such definitions of teaching and their proliferating imitations even when they are claimed as part of a radical discourse or project.  In opposition to the instrumentalized reduction of pedagogy to a mere method that has no language for relating the self to public life, social responsibility or the demands of citizenship, critical pedagogy works to illuminate the relationships among knowledge, authority and power. 24 For instance, it raises questions regarding who has control over the conditions for producing knowledge such as the curricula being promoted by teachers, textbook companies, corporate interests or other forces? 

Central to any viable notion of what makes a pedagogy critical is, in part, the recognition that pedagogy is always a deliberate attempt on the part of educators to influence how and what forms of knowledge and subjectivities are produced within particular sets of social relations. In this case, critical pedagogy draws attention to the ways in which knowledge, power, desire, and experience are produced under specific conditions of learning, and in doing so rejects the notion that teaching is just a method or is removed from matters of values, norms, and power – or, for that matter, the struggle over agency itself and the future it suggests for young people. Rather than asserting its own influence in order to wield authority over passive subjects, critical pedagogy is situated within a project that views education as central to creating students who are socially responsible and civically engaged citizens. This kind of pedagogy reinforces the notion that public schools are democratic public spheres, education is the foundation for any working democracy and teachers are the most responsible agents for fostering that education.

Read more: http://truth-out.org/opinion/item/18133-when-schools-become-dead-zones-of-the-imagination-a-critical-pedagogy-manifesto

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