A pedagogy of critical hope in South African Higher Education
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Date
2013
Journal Title
Journal ISSN
Volume Title
Publisher
Routledge
Abstract
How can discerning critical hope enable us to develop innovative forms of teaching, learning and social practices that begin to address issues of marginalization, privilege and access across different contexts? At this millennial point in history, questions of cynicism, despair and hope arise at every turn, especially within areas of research into social justice and the struggle for transformation in education. While a sense of fatalism and despair is easily recognizable, establishing compelling bases for hope is more difficult. This book addresses the absence of sustained analyses of hope that simultaneously recognize the hard edges of why we despair. The volume posits the notion of critical hope not only as conceptual and theoretical, but also as an action-oriented response to despair. Our notion of critical hope is used in two ways: it is used firstly as a unitary concept which cannot be disaggregated into either hopefulness or criticality, and secondly, as an analytical concept, where critical hope is engaged and diversely theorized in ways that recognize aspects of individual and collective directions of critical hope. The book is divided into four sub-sections:
Critical Hope in Education
Critical Hope and a Critique of Neoliberalism
Critical Race Theory/Postcolonial Perspectives on Critical Hope
Philosophical Overviews of Critical Hope.
Education can be a purveyor of critical hope, but it also requires critical hope so that it, as a sector itself, can be transformative. With contributions from international experts in the field, the book will be of value to all academics and practitioners working in the field of education.
Description
Keywords
Critical hope, Pedagogy, Teaching and learning
Citation
Bozalek, V., Carolissen, R. & Leibowitz, B. (2013). A pedagogy of critical hope in South African higher education. In V. Bozalek, et al. (ed). Discerning critical hope in educational practices. London: Routledge, pp 40-54