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Title
Drawing distinctions. What is post-critical pedagogy?
Author
Sourceon education. Journal for research and debate 3 (2020) 9, 5 S. ZDB
related to:Reply. Notes on Post-critique
Reply. Against Latour - on the questionable foundations of post-critical pedagogy
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Keywords (German)
sub-discipline
Document typeArticle (journal)
ISSN2571-7855; 25717855
LanguageEnglish
Year of creation
review statusPublishing House Lectorship
Abstract (English):Post-critical pedagogy is an attempt to step outside the endless repetition of critical research in education. 'Posting' critique and thereby posing the question of alternatives works against a stagnating tendency for current educational debates to appear unsatisfactory, paralysing, and tedious. This essay describes the limits of critical pedagogy and possibilities of a 'post-critical pedagogy'. It is structured according to the term's three elements of 'critique', 'post', and 'pedagogy'. For each of these elements, the essay describes two ways of understanding; not to play them off against each other, but to show how manifold post-critical pedagogy can and should be. The essay concludes with a proposal of three analytical dimensions for further work on a post-critical pedagogy. (DIPF/Orig.)
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Date of publication14.05.2024
CitationWortmann, Kai: Drawing distinctions. What is post-critical pedagogy? - In: on education. Journal for research and debate 3 (2020) 9, 5 S. - URN: urn:nbn:de:0111-pedocs-230773 - DOI: 10.25656/01:23077; 10.17899/on_ed.2020.9.1
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