TY - JOUR

T1 - Making Hope Possible

T2 - An Exploration of Moving Popular Pedagogy Forward in Neoliberal Times from the Streets to the University

AU - Earl, Cassie

PY - 2015

Y1 - 2015

N2 - In this paper, taken from a fuller discussion in my Doctoral Thesis carried out under a bricolage methodology, I will argue, utilising the fictive and imaginative elements of bricolage, that there are possibilities to engender a popular education through several sites of learning; a social movement (Occupy London), a cooperative higher learning provider (The Social Science Centre) and a reorganised University (The University of Lincoln, Student as Producer). I will also discuss, through the use of generative themes, the possibilities of creating nurture and support networks between these sites by understanding their organisational potential and their pedagogical structures. I will attempt to imagine a cyclic trajectory of solidarity and support between them in order to engender a more popular education in all the sites that allows for emancipation from the enclosure of neoliberalised social relations and the fundamental transformation of sociality and social organisation. The paper concludes that there is potential for not only convivial relations between these three layers ofpedagogical interaction, but also the potential to create an action research-type cycle on a grand solidarisitic scale.

AB - In this paper, taken from a fuller discussion in my Doctoral Thesis carried out under a bricolage methodology, I will argue, utilising the fictive and imaginative elements of bricolage, that there are possibilities to engender a popular education through several sites of learning; a social movement (Occupy London), a cooperative higher learning provider (The Social Science Centre) and a reorganised University (The University of Lincoln, Student as Producer). I will also discuss, through the use of generative themes, the possibilities of creating nurture and support networks between these sites by understanding their organisational potential and their pedagogical structures. I will attempt to imagine a cyclic trajectory of solidarity and support between them in order to engender a more popular education in all the sites that allows for emancipation from the enclosure of neoliberalised social relations and the fundamental transformation of sociality and social organisation. The paper concludes that there is potential for not only convivial relations between these three layers ofpedagogical interaction, but also the potential to create an action research-type cycle on a grand solidarisitic scale.

M3 - Journal article

VL - 12

SP - 1

EP - 43

JO - Journal for Critical Education Policy Studies

JF - Journal for Critical Education Policy Studies

SN - 2051-0969

IS - 3

M1 - 1

ER -