From Critical Education to an Embodied Pedagogy of Hope: Seeking a Liberatory Praxis with Black, Working Class Girls in the Neoliberal 16-19 College

Autor/in	Stanger, Camilla
Titel	From Critical Education to an Embodied Pedagogy of Hope: Seeking a Liberatory Praxis with Black, Working Class Girls in the Neoliberal 16-19 College
Quelle	In: Studies in Philosophy and Education, 37 (2018) 1, S.47-63 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stanger, Camilla)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-3746
DOI	10.1007/s11217-016-9561-0
Schlagwörter	College Students; African American Students; Working Class; Females; Neoliberalism; Role of Education; Foreign Countries; Educational Practices; Discourse Analysis; Feminism; Critical Theory; Praxis; Dance Education; Transformative Learning; United Kingdom (London) + Suchen Sie Ihr Suchwort? Collegestudent; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Arbeiterklasse; Weibliches Geschlecht; Neo-liberalism; Neoliberalismus; Bildungsauftrag; Ausland; Bildungspraxis; Diskursanalyse; Feminismus; Kritische Theorie; Dance; Education; Tanzerziehung; Pädagogische Transformation
Abstract	In this article I present a discussion about the purpose of education of, for and with black, working class, young women within an inner-London, twenty-first century college, and explore the complex and imperfect ways that educational purpose translates into educational practice. I discuss the respective value of two contrasting discourses of education that operate in this college: firstly, a neoliberal discourse of education and educational success; secondly, a critical tradition of education, as traced through the work of Paulo Freire, feminist critics of his work and, ultimately, the work of bell hooks. I argue that a neoliberal rhetoric surrounding education, and the ways it translates into the practice of educating, plays a particular role in Black British, working class girls' continuing educational marginalization. I thus articulate a more liberatory approach to teaching and learning with young, black women, drawing specifically on a hooksian vision of education as it emerges primarily through the work of, Ruth Nicole Brown and Stephanie D. Sears. Within these discussions, I explore dance as a potentially liberatory pedagogic practice, and articulate a possible approach here as an, always imperfect, embodied pedagogy of hope. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01