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Living the dystopian-utopian tension as praxis: Transformative dreaming with/in/for education and educational research
Educational Philosophy and Theory
... Ritaa represents the order developed out of a series of lilaas (Luitel, 2019). There are postabyssal connections to be explored between these ideas and those of Maxine Greene (1995), who highlights the power of imagination in creating order out of chaos (see Kress & Lake, 2020). Lilaa, etymologically rooted in transience, adhering, clinging, embracing, melting and dissolving, leads him to ask: Should mathematics education not be adhering to changing context? ...
This paper examines contemporary challenges for education and democracy in Brazil. In the past decade, conservative forces headed by the Escola sem Partido (ESP) movement have led a scaremongering campaign against teachers and public education, with Paulo Freire’s critical educational philosophies as their main enemy. This study investigates the ESP’s attempts to implement its ‘neutral’ education model based in traditional values across the country. Key Freirean concepts combined with Horsford ‘3Rs’ agenda to regain democracy in schools are used to analyse the media narratives presented by the ESP and civil movements that have resisted its efforts to undermine democracy within Brazilian schools. The findings suggest that the ESP’s bullying tactics have been effective in undermining teachers’ autonomy in many Brazilian schools. Further tensions have been provoked by the pandemic within the public educational system. Conversely, Freirean-inspired school communities have found new ways to counteract this harassment and strengthen democratic pedagogies.
This paper overviews the qualitative research method autoethnography and its relevance to research in vocational psychology and practice in career development. Autoethnography is a reflexive means by which the researcher-practitioner consciously embeds himself or herself amidst theory and practice, and by way of intimate autobiographic account, explicates a phenomenon under investigation or intervention. Autoethnography is presented as a vehicle to operationalise social constructionist research and practice that aims to establish trustworthiness and authenticity. Furthermore, the method is presented as a means to operationalise the notion of critical consciousness within researchers and practitioners. It is concluded that autoethnography should be admitted to the methodological repertoire of methods for vocational psychology research and practice.
Last night Monica recounted her interactions earlier that day with a teacher education candidate who behaved disrespectfully
toward her and toward the students with whom he was working. We talked, telling stories from our past experience, sometimes
connecting directly with the current situation and sometimes not. We discussed our reactions to this type of student behavior.
We talked about what we thought we were doing as teacher educators, what our vision of a good teacher is, and we discussed
our and the student’s role in his development as a teacher. In essence, we responded to the scenario as teacher educators,
teachers, and women, as people with multiple identities who bring their whole selves to the situation at hand.
The book suggests a transition from a relational worldview premised on the socio-political ethos of adaptation towards a transformative worldview premised on the ethos of solidarity and equality. Expansively developing Vygotsky's revolutionary project, the Transformative Activist Stance integrates insights from a vast array of critical and sociocultural theories and pedagogies and moves beyond their impasses to address the crisis of inequality. This captures the dynamics of social transformation and agency in moving beyond theoretical and political canons of the status quo. The focus is on the nexus of people co-creating history and society while being interactively created by their own transformative agency. Revealing development and mind as agentive contributions to the 'world-in-the-making' from an activist stance guided by a sought-after future, this approach culminates in implications for research with transformative agendas and a pedagogy of daring. Along the way, many key theories of mind, development and education are challenged and radically reworked.
In this last chapter of Part I of the text, the author details the philosophy of Critical Praxis Research as a methodology.
She invites her readers to join her on a journey away from industrial, machine metaphors of education toward education for
democracy. Inspired by the works of Freire, Giroux, Kincheloe, and other critical pedagogues, she urges her readers to “reconnect
to knower with the known” by engaging in critical self-reflection and developing a sense of “radical purpose” (critical consciousness
for the purpose of transformation through research). She echoes Freire’s call for educators to infuse their work with radical
hope of remaking history, using Criticial Praxis Research with its complex interplay of identity, context, and purpose as
a vehicle for Self/Other/world transformation.
The essay argues that academics, similar to tourists, often only manage to get to the surface of any area of inquiry they pursue, in part because of the nature of what constitutes full understanding and in part because of the habits of academic life. Written in an autoethnographic style, the essay offers a sociology of the academy through descriptive details. It invites emotional identification.
[Extract] I am grateful for the opportunity to address themes that are central to the future of our discipline and association. That future appears clouded to many of us, especially the majority located in universities. There, our concerns are amplified by funding problems, shifts in student enrolment patterns towards ‘safe’ vocational courses, permanent revolution in organizational structures and the rest (I have been at James Cook University for three years and in each year the composition and structure of our Faculty have been different).
Those matters richly deserve extended sociological attention, which I can’t give them here. But I do want to link them to other questions about the future of sociology. The theme of ‘sociology in crisis’ is as old as the discipline itself, but there are important differences between the challenges presently facing the discipline and the post-Parsonsian ‘crisis’ of US sociology in the 1960s. In that period, each side of the quarrels over ‘system vs conflict’, ‘structure vs action’ or ‘conservatism vs radicalism’ could share the comfortable assumption that their arguments mattered. It was important to settle the political, theoretical and methodological parameters of sociology because sociology mattered. The type of sociology that prevailed would influence the shape of society itself. We no longer enjoy that consolation. We may have come to terms with a post-Parsonsian pluralism, but we seem to face the more insidious threat of a leaching away of our salience. That point has a double sense. In the more obvious, the audiences for sociology among policy elites, publics and students appear to be shrinking. In the perhaps less obvious sense, the specifically ‘sociological’ character of what we do loses definition, shading into the concerns of various area studies.
CR: The New Centennial Review 3.3 (2003) 257-337
The culture of cruelty in Trump’s
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In/stability, in/security & in/visibility: Tensions at work for tenured & tenure stream faculty in the neoliberal academy
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Youth resistance research and theories of change
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