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Time to look anew: critical pedagogy and disciplines within higher education

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

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Time to look anew: critical pedagogy and disciplines within higher education. / McArthur, Jan.
In: Studies in Higher Education, Vol. 35, No. 3, 05.2010, p. 301-315.

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

Harvard

McArthur, J 2010, 'Time to look anew: critical pedagogy and disciplines within higher education', Studies in Higher Education, vol. 35, no. 3, pp. 301-315. https://doi.org/10.1080/03075070903062856

APA

McArthur, J. (2010). Time to look anew: critical pedagogy and disciplines within higher education. Studies in Higher Education, 35(3), 301-315. https://doi.org/10.1080/03075070903062856

Vancouver

McArthur J. Time to look anew: critical pedagogy and disciplines within higher education. Studies in Higher Education. 2010 May;35(3):301-315. doi: 10.1080/03075070903062856

Author

McArthur, Jan. / Time to look anew : critical pedagogy and disciplines within higher education. In: Studies in Higher Education. 2010 ; Vol. 35, No. 3. pp. 301-315.

Bibtex

@article{16b7bfe79fa7432bbb33c107ef6b7cb8,
title = "Time to look anew: critical pedagogy and disciplines within higher education",
abstract = "This article explores the attitudes of writers within the tradition of critical pedagogy towards disciplines in higher education. With particular focus on Henry Giroux{\textquoteright}s work, it contrasts his portrayal of disciplines as closed, limiting and elitist with an alternative one of disciplines as complex, permeable and contested spaces. Critical pedagogy has a strong commitment to interdisciplinarity, and proponents regard interdisciplinary spaces as crucial to the pursuit of their emancipatory ideals. However, this article challenges the assumption of writers such as Giroux that disciplinarity and interdisciplinarity are alternatives, and regards them instead as complementary. More complex understandings of interdisciplinarity, as well as disciplinarity, could also assist critical pedagogy to work through some of the theoretical and practical dilemmas associated with the myriad of ideas that this broad movement contains, and ensure it is better placed to resist current trends that appear to strip higher education of its wider social purposes.",
keywords = "Critical Pedagogy, Higher Education, Disciplines, commercialisation, society , purposes of education",
author = "Jan McArthur",
year = "2010",
month = may,
doi = "10.1080/03075070903062856",
language = "English",
volume = "35",
pages = "301--315",
journal = "Studies in Higher Education",
issn = "0307-5079",
publisher = "Routledge",
number = "3",

}

RIS

TY - JOUR

T1 - Time to look anew

T2 - critical pedagogy and disciplines within higher education

AU - McArthur, Jan

PY - 2010/5

Y1 - 2010/5

N2 - This article explores the attitudes of writers within the tradition of critical pedagogy towards disciplines in higher education. With particular focus on Henry Giroux’s work, it contrasts his portrayal of disciplines as closed, limiting and elitist with an alternative one of disciplines as complex, permeable and contested spaces. Critical pedagogy has a strong commitment to interdisciplinarity, and proponents regard interdisciplinary spaces as crucial to the pursuit of their emancipatory ideals. However, this article challenges the assumption of writers such as Giroux that disciplinarity and interdisciplinarity are alternatives, and regards them instead as complementary. More complex understandings of interdisciplinarity, as well as disciplinarity, could also assist critical pedagogy to work through some of the theoretical and practical dilemmas associated with the myriad of ideas that this broad movement contains, and ensure it is better placed to resist current trends that appear to strip higher education of its wider social purposes.

AB - This article explores the attitudes of writers within the tradition of critical pedagogy towards disciplines in higher education. With particular focus on Henry Giroux’s work, it contrasts his portrayal of disciplines as closed, limiting and elitist with an alternative one of disciplines as complex, permeable and contested spaces. Critical pedagogy has a strong commitment to interdisciplinarity, and proponents regard interdisciplinary spaces as crucial to the pursuit of their emancipatory ideals. However, this article challenges the assumption of writers such as Giroux that disciplinarity and interdisciplinarity are alternatives, and regards them instead as complementary. More complex understandings of interdisciplinarity, as well as disciplinarity, could also assist critical pedagogy to work through some of the theoretical and practical dilemmas associated with the myriad of ideas that this broad movement contains, and ensure it is better placed to resist current trends that appear to strip higher education of its wider social purposes.

KW - Critical Pedagogy

KW - Higher Education

KW - Disciplines

KW - commercialisation

KW - society

KW - purposes of education

U2 - 10.1080/03075070903062856

DO - 10.1080/03075070903062856

M3 - Journal article

VL - 35

SP - 301

EP - 315

JO - Studies in Higher Education

JF - Studies in Higher Education

SN - 0307-5079

IS - 3

ER -