Abstract
Despite current rhetoric around the civic purposes of higher education, in practice higher education has been increasingly captured by ‘market values’, the ‘corporate’ university and a technicist language of ‘teaching and learning’ that displaces more complex notions of curriculum and pedagogy. This article seeks to develop alternative languages of teaching and learning in higher education to enable explorations of the intersections of pedagogy, culture and power. Two languages are described: a pedagogy of ‘recognition’ and an ‘Arendtian’ pedagogy. A case study of teaching German Popular Culture is then presented as an exemplar of what such critical pedagogies might look like in action. At issue is the keeping open of the spaces in higher education wherein the democratic possibilities and social justice purposes of universities might be argued for and practised through curriculum and pedagogical work in concrete sites
Keywords No keywords specified (fix it)
Categories (categorize this paper)
DOI 10.1177/1474022202001001004
Options
Edit this record
Mark as duplicate
Export citation
Find it on Scholar
Request removal from index
Revision history

Download options

PhilArchive copy


Upload a copy of this paper     Check publisher's policy     Papers currently archived: 52,893
External links

Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
Through your library

References found in this work BETA

No references found.

Add more references

Citations of this work BETA

Drawing Breath: Creative Elements and Their Exile From Higher Education.Alison Phipps - 2010 - Arts and Humanities in Higher Education 9 (1):42-53.

Add more citations

Similar books and articles

Analytics

Added to PP index
2015-02-07

Total views
3 ( #1,255,738 of 2,343,521 )

Recent downloads (6 months)
1 ( #515,031 of 2,343,521 )

How can I increase my downloads?

Downloads

My notes