Enabling Critical Pedagogy in Higher Education

Description based upon print version of record.

Includes bibliographies and index.

Cover -- Half-title -- Dedication -- Acknowledgments -- Title page -- Copyright information -- Table of contents -- Meet the authors and series editors -- Book summary -- Chapter 1 An introduction to critical pedagogy -- What is it? -- Why is it important? -- Why now? -- The structure of the book -- Principles, aims and approaches of critical pedagogy -- Principles -- Education is inherently political -- Knowledge should relate to and develop from the lived experience of participants -- Knowledge should be co-created between all participants in the learning process

Aims of critical pedagogy -- To develop critical thinkers who create new knowledge -- For people to become aware of their, and others', oppressions -- For people to make connections between personal experiences and wider societal forces -- Approaches in critical pedagogy -- Emphasising the importance of democracy and equality in learning environments -- Emphasising a co-created flexible curriculum using authentic materials, generative themes and finding teachable moments -- Flexible curriculum and using authentic materials -- Generative themes -- Teachable moments

Emphasising the importance of cultivating hope and symbolic resistance -- Conclusion: how critical pedagogy can be enabled -- a step process -- Step one: change how you teach and your relationship with students -- Step two: push the structure as far as you can and build alliances -- Step three: be seen as a pedagogic expert, internally and externally -- Useful texts -- Chapter 2 Critical pedagogy and curriculum -- Introduction -- Applying critical pedagogy to the curriculum -- The controlling hand of curriculum -- Conclusion -- Useful texts -- Chapter 3 Critical pedagogy and assessment

Introduction -- Making assessment compatible with critical pedagogy -- Characteristics of authentic assessment within critical pedagogy -- It should be centred on dialogic interactions so that the roles of teacher and learner are shared and all voices are validated -- Foster an integrated approach to theory and practice, or what Freire would term praxis -- theory in action -- It should value and validate the experience students bring to the classroom -- Reinterpret the complex ecology of relationships in the classroom to avoid oppressive power relations

Create a negotiated curriculum, including assessment, equally owned by teachers and students -- Conclusion -- Useful texts -- Chapter 4 Critical pedagogy and learning and teaching -- Introduction -- De-constructing the lecture -- Respecting the knowledge in the room -- Tutor groups: flipping the flipped classroom -- Deconstructing the conference and the academic seminar -- Conclusion -- Useful texts -- Chapter 5 Critical pedagogy and the spaces in between -- Introduction -- Critiquing the institution -- Power within critical pedagogy groups

Engaging with Professional, Statutory and Regulatory Bodies.

An essential introduction to critical pedagogy for all those working within higher education, re-examining the concept and exploring its practical application at an institutional level, within the curriculum, within assessment, through learning and teaching, and in the spaces in-between.

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