Individual Presentation or Panel Title
Gendering Critical Pedagogy: The Usefulness of Critical Poststructural Learning Experiences
Abstract
Gendering Critical Pedagogy: The Usefulness of Critical Poststructural Learning Experiences
In Paulo Freire's Pedagogy of Freedom, Freire outlines many values of critical theory, as well as the ethical dimensions of critical educational experiences for teachers, which has been a mainstay of progressive education. Since its publication, other theorists, such as Henry Giroux have made significant contributions to the field – building on the ethical dimensions of a critical education by focusing on the neoliberalist agenda within public spaces and the growing commodification of education within the United States. Critical pedagogy provides students with opportunities to explore structures such as class and the influence of societal and institutional oppression and power, and while these critical experiences are meaningful, the lack of focus on gender and emotion is problematic. Poststructural feminist pedagogy addresses oppression based on gender and sexuality, and also explores and values the importance of emotion. While each of these pedagogical approaches are significant, literature on the ways that a critical poststructural feminist pedagogy helps to counteract the learning outcomes associated with standardized testing within public schools is sparse. In this paper, I explore the need for a critical poststructural feminist pedagogy and employ an analytical framework that marries critical pedagogy and poststructural feminist pedagogy to engage students’ critical consciousness and build skills associated with democratic action, which can be used to address and dismantle oppressive social norms such as heteronormativity.
Presentation Description
The presentation explores the value currently placed on high-stakes standardized tests within public schools in the U.S. In doing so, the learning methods associated with high stakes testing is challenged. A solution to this trend is the utilization of a critical poststructural feminist pedagogy which emphasizes critical consciousness, democratic action, and the inclusion of relevant social events within public school social studies curriculum.
Keywords
Critical Theory, Poststructural Feminist Theory, Gender, Oppression, Positionality, Democracy
Publication Type and Release Option
Event
Recommended Citation
massey, Justin W., "Gendering Critical Pedagogy: The Usefulness of Critical Poststructural Learning Experiences" (2018). Curriculum Studies Summer Collaborative. 64.
https://digitalcommons.georgiasouthern.edu/cssc/2018/2018/64
Gendering Critical Pedagogy: The Usefulness of Critical Poststructural Learning Experiences
Gendering Critical Pedagogy: The Usefulness of Critical Poststructural Learning Experiences
In Paulo Freire's Pedagogy of Freedom, Freire outlines many values of critical theory, as well as the ethical dimensions of critical educational experiences for teachers, which has been a mainstay of progressive education. Since its publication, other theorists, such as Henry Giroux have made significant contributions to the field – building on the ethical dimensions of a critical education by focusing on the neoliberalist agenda within public spaces and the growing commodification of education within the United States. Critical pedagogy provides students with opportunities to explore structures such as class and the influence of societal and institutional oppression and power, and while these critical experiences are meaningful, the lack of focus on gender and emotion is problematic. Poststructural feminist pedagogy addresses oppression based on gender and sexuality, and also explores and values the importance of emotion. While each of these pedagogical approaches are significant, literature on the ways that a critical poststructural feminist pedagogy helps to counteract the learning outcomes associated with standardized testing within public schools is sparse. In this paper, I explore the need for a critical poststructural feminist pedagogy and employ an analytical framework that marries critical pedagogy and poststructural feminist pedagogy to engage students’ critical consciousness and build skills associated with democratic action, which can be used to address and dismantle oppressive social norms such as heteronormativity.