Critical pedagogy in post compulsory education – Keeping innovative practice alive

McElearney, Paula

Abstract

Critical pedagogy in the UK has traditionally been practised in the Lifelong Learning sector. However, the sector has become constrained by funding cuts, instrumental curricula and accountability measures, and teachers can feel that they have little room for professional autonomy and therefore the practice of critical pedagogy. Yet some do continue to do practice, often in relatively isolated circumstances, by working within the system but drawing upon their personal and professional identities.
This paper offers some early findings from a PhD study, examining what inspires, motivates and sustains practitioners of critical pedagogy in the face of constraints, the teaching strategies they consider to be successful, and how these stories could be harnessed and mobilised to enable critical pedagogy to flourish. The research uses a ‘positive lens’ approach, drawing on the philosophy of Appreciative Inquiry to specifically capture these stories of inspiration and success, with a view to inspiring other practitioners. Appreciative Inquiry has demonstrated that the nature of the questions we ask and the stories we tell, determine the direction of our future actions; when we relate stories of success in our work, we draw upon and develop these further in the direction of positive change (Cooperrider and White, 2005). This contrasts with the documented difficulties of using critical pedagogy in the current educational climate. A qualitative research strategy is used, comprising fifteen in depth, semi structured interviews with practitioners across the Lifelong Learning sector in the West Midlands.

• Presentation Conference Type: Conference Paper (unpublished)
• Conference Name: BERA: Transitions: Challenges, Threats & Opportunities across the Post-compulsory Sectors
• Start Date: Nov 8, 2018
• End Date: Nov 8, 2018
• Deposit Date: Apr 26, 2022
• Public URL: https://uwe-repository.worktribe.com/output/9418182