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Achieving social justice within and through higher education: the challenge for critical pedagogy

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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Achieving social justice within and through higher education : the challenge for critical pedagogy. / McArthur, Jan.

In: Teaching in Higher Education, Vol. 15, No. 5, 2010, p. 493-504.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

McArthur, J 2010, 'Achieving social justice within and through higher education: the challenge for critical pedagogy', Teaching in Higher Education, vol. 15, no. 5, pp. 493-504. https://doi.org/10.1080/13562517.2010.491906

APA

McArthur, J. (2010). Achieving social justice within and through higher education: the challenge for critical pedagogy. Teaching in Higher Education, 15(5), 493-504. https://doi.org/10.1080/13562517.2010.491906

Vancouver

McArthur J. Achieving social justice within and through higher education: the challenge for critical pedagogy. Teaching in Higher Education. 2010;15(5):493-504. doi: 10.1080/13562517.2010.491906

Author

McArthur, Jan. / Achieving social justice within and through higher education : the challenge for critical pedagogy. In: Teaching in Higher Education. 2010 ; Vol. 15, No. 5. pp. 493-504.

Bibtex

@article{513339e8b567435ba8fef06a28638478,
title = "Achieving social justice within and through higher education: the challenge for critical pedagogy",
abstract = "While the term critical pedagogy embraces a range of writers and literature, a common feature of all is a belief that education and society are intrinsically inter-related and that the fundamental purpose of education is to improve social justice. However there are perceptions that critical pedagogy has been more successful in critiquing educational and social practices than in achieving actual change. In this paper I explore two areas that critical pedagogy can address to move beyond critique: the importance of a movement formed by diverse elements, in which difference and disagreement are harnessed to help drive change; and the use of this diversity to direct change at a range of levels. My analysis draws specifically on literature that challenges managerialist assumptions about change as a simple, technical process, focusing instead on the complexities of the social world and the attendant complexities of achieving educational and social change.",
keywords = "Critical Pedagogy, Higher Education, Theories of change, Social justice",
author = "Jan McArthur",
year = "2010",
doi = "10.1080/13562517.2010.491906",
language = "English",
volume = "15",
pages = "493--504",
journal = "Teaching in Higher Education",
issn = "1356-2517",
publisher = "Routledge",
number = "5",

}

RIS

TY - JOUR

T1 - Achieving social justice within and through higher education

T2 - the challenge for critical pedagogy

AU - McArthur, Jan

PY - 2010

Y1 - 2010

N2 - While the term critical pedagogy embraces a range of writers and literature, a common feature of all is a belief that education and society are intrinsically inter-related and that the fundamental purpose of education is to improve social justice. However there are perceptions that critical pedagogy has been more successful in critiquing educational and social practices than in achieving actual change. In this paper I explore two areas that critical pedagogy can address to move beyond critique: the importance of a movement formed by diverse elements, in which difference and disagreement are harnessed to help drive change; and the use of this diversity to direct change at a range of levels. My analysis draws specifically on literature that challenges managerialist assumptions about change as a simple, technical process, focusing instead on the complexities of the social world and the attendant complexities of achieving educational and social change.

AB - While the term critical pedagogy embraces a range of writers and literature, a common feature of all is a belief that education and society are intrinsically inter-related and that the fundamental purpose of education is to improve social justice. However there are perceptions that critical pedagogy has been more successful in critiquing educational and social practices than in achieving actual change. In this paper I explore two areas that critical pedagogy can address to move beyond critique: the importance of a movement formed by diverse elements, in which difference and disagreement are harnessed to help drive change; and the use of this diversity to direct change at a range of levels. My analysis draws specifically on literature that challenges managerialist assumptions about change as a simple, technical process, focusing instead on the complexities of the social world and the attendant complexities of achieving educational and social change.

KW - Critical Pedagogy

KW - Higher Education

KW - Theories of change

KW - Social justice

U2 - 10.1080/13562517.2010.491906

DO - 10.1080/13562517.2010.491906

M3 - Journal article

VL - 15

SP - 493

EP - 504

JO - Teaching in Higher Education

JF - Teaching in Higher Education

SN - 1356-2517

IS - 5

ER -