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Counterhegemonic pedagogies : educators’ reflections on social vision, subjectivity, resistance and practice Montague, Elizabeth
Abstract
This study identified and pursued some recurring issues and questions in recent journal articles on socially transformative or counterhegemonic forms of pedagogy. The articles were written by critical educators whose pedagogies include feminist, postmodern, anti-racist and other socially transformative approaches to teaching practice. I pursued questions in dialogue with four prominent critical educators and authors through a review of their self-reflective writings on critical practice, followed by discussions with each about their theoretical frameworks and practices. The authors who participated in these discussions were Dr. Elizabeth Ellsworth, Dr. Magda Lewis, Dr. Roger Simon and Dr. Beverly Daniel Tatum. My questions related to the social visions and theories of subjectivity that inform their pedagogies; and to student resistance and educators' transformative practices in the context of their classrooms. Our discussions emphasized many of the limits and possibilities of critical pedagogical practice and highlighted the importance of collective social visions that remain open, indeterminate and unfinished; as well as models for performing social positions differently for those in both dominant and subordinated positions. The absence of non-oppressive models was identified as a clear problem for addressing social reproduction in relation to race and gender. Discussions on subjectivity in the context of socially transformative projects underlined the importance of taking account of the difficulties involved in abandoning known and familiar positions and social relations, of appreciating the force of hegemonic meanings and of individual investment in existing relations of power. Important also is an appreciation of the blind-spots inherent in positions, and the need to deconstruct dominant positions in dialogue with subordinated ones. Educators described the ways they encounter, interpret and acknowledge student resistance and emotional reactions in classrooms. To address resistance, some educators again emphasized the importance of new and non-oppressive models for performing social identities as well as opportunities for students to practice such positions. All educators discussed the importance of community, shared vision and collaboration both within and beyond the classroom as a crucial support in undertaking counterhegemonic pedagogies.
Item Metadata
Title |
Counterhegemonic pedagogies : educators’ reflections on social vision, subjectivity, resistance and practice
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Creator | |
Publisher |
University of British Columbia
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Date Issued |
1997
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Description |
This study identified and pursued some recurring issues and questions in
recent journal articles on socially transformative or counterhegemonic forms of
pedagogy. The articles were written by critical educators whose pedagogies
include feminist, postmodern, anti-racist and other socially transformative
approaches to teaching practice. I pursued questions in dialogue with four
prominent critical educators and authors through a review of their self-reflective
writings on critical practice, followed by discussions with each about their
theoretical frameworks and practices. The authors who participated in these
discussions were Dr. Elizabeth Ellsworth, Dr. Magda Lewis, Dr. Roger Simon and
Dr. Beverly Daniel Tatum. My questions related to the social visions and theories
of subjectivity that inform their pedagogies; and to student resistance and
educators' transformative practices in the context of their classrooms. Our
discussions emphasized many of the limits and possibilities of critical pedagogical
practice and highlighted the importance of collective social visions that remain
open, indeterminate and unfinished; as well as models for performing social
positions differently for those in both dominant and subordinated positions. The
absence of non-oppressive models was identified as a clear problem for
addressing social reproduction in relation to race and gender. Discussions on
subjectivity in the context of socially transformative projects underlined the
importance of taking account of the difficulties involved in abandoning known
and familiar positions and social relations, of appreciating the force of hegemonic
meanings and of individual investment in existing relations of power. Important also is an appreciation of the blind-spots inherent in positions, and the need to
deconstruct dominant positions in dialogue with subordinated ones. Educators
described the ways they encounter, interpret and acknowledge student resistance
and emotional reactions in classrooms. To address resistance, some educators
again emphasized the importance of new and non-oppressive models for
performing social identities as well as opportunities for students to practice such
positions. All educators discussed the importance of community, shared vision
and collaboration both within and beyond the classroom as a crucial support in
undertaking counterhegemonic pedagogies.
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Extent |
9007294 bytes
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Genre | |
Type | |
File Format |
application/pdf
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Language |
eng
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Date Available |
2009-04-20
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Provider |
Vancouver : University of British Columbia Library
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Rights |
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.
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DOI |
10.14288/1.0055523
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URI | |
Degree | |
Program | |
Affiliation | |
Degree Grantor |
University of British Columbia
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Graduation Date |
1997-11
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Campus | |
Scholarly Level |
Graduate
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Aggregated Source Repository |
DSpace
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Item Media
Item Citations and Data
Rights
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.