Enabling Critical Pedagogy in Higher Education: (Critical Practice in Higher Education)

An introduction to critical pedagogy for all those working within higher education. Critical Pedagogy is an approach that is fundamentally democratic, informal, non-hierarchical, determined by participants, privileges the oppressed and their perspectives and is committed to action. Higher education (HE), conversely, is often un-democratic, formal, hierarchical, determined by tutors and national bodies, re-inscribes existing privileges and is distant from lived experience. The book starts from the premise that critical pedagogies are possible in HE, while recognising the tensions to be ameliorated in trying to enact them. It re-examines the concept and explores its practical application at an institutional level, within the curriculum, within assessment, through learning and teaching and in the spaces in-between. The Critical Practice in Higher Education series provides a scholarly and practical entry point for academics into key areas of higher education practice. Each book in the series explores an individual topic in depth, providing an overview in relation to current thinking and practice, informed by recent research. The series will be of interest to those engaged in the study of higher education, those involved in leading learning and teaching or working in academic development, and individuals seeking to explore particular topics of professional interest. Through critical engagement, this series aims to promote an expanded notion of being an academic – connecting research, teaching, scholarship, community engagement and leadership – while developing confidence and authority.

Table of Contents:
Introduction: the challenge of critical pedagogy in higher education 1. What is critical pedagogy 2. Critical pedagogy in higher education Institutions 3. Critical pedagogy and curriculum 4. Critical pedagogy and assessment 5. Critical pedagogy and learning and teaching 6. Critical pedagogy in the spaces in-between Conclusion: conditions for a future agenda for critical pedagogy in higher education

About the Author :
Mike Seal is Professor of Education and Social Mobility at the University of Suffolk. He was previously a Reader in Critical Pedagogy at Newman University and chair of the Romero Freire Institute. His research areas are critical and queer pedagogy and social justice in higher education. He is a National Teaching Fellow, a Principal Fellow of the Higher Education Academy and a Fellow of the Royal Society of the Arts. He has conducted over 30 pieces of funded research, written 11 books, 20 book chapters, 14 journal articles and over 25 other publications. He has presented at over 80 conferences worldwide. Alan Smith is responsible for both undergraduate and postgraduate courses in youth and community work and related areas. He is Vice-Chair of the National Youth Agency Education and Training Standards committee (England) – the professional, statutory and regulatory body for youth and community work; and co-chair of the Joint Education and Training Standards (JETS) committee for England, Scotland, Wales and all-Ireland. He is a National Teaching Fellow and a Senior Fellow of the Higher Education Academy. Alan still works with a number of local youth and community charities to support projects which work with vulnerable young people or disadvantaged communities, as well as working with a number of Unions delivering ‘training the trainer’ courses which are informed by critical pedagogy. Joy Jarvis is currently Professor of Educational Practice at the University of Hertfordshire and a UK National Teaching Fellow. She has experience in a wide range of education contexts and works to create effective learning experiences for students and colleagues. She is particularly interested in the professional learning of those engaged in educational practice in higher education settings and has undertaken a range of projects, working with colleagues locally, nationally and internationally, to develop practice in teaching and leadership of teaching. Joy works with doctoral students exploring aspects of educational practice and encourages them to be adventurous in their methodological approaches and to share their findings in a range of contexts to enable practice change. Karen Mpamhanga (formerly Karen Smith) is Professor of Higher Education and Professional Learning in the School of Education at the University of Hertfordshire. Her research focuses on how higher education policies and practices impact on those who work and study within universities. Karen has worked within educational development and on lecturer development programmes. She holds a Principal Fellowship of the Higher Education Academy and is currently the Director of the University of Hertfordshire’s Professional Doctorate in Education. Karen also leads collaborative research and development in her School, where she engages in externally funded research and evaluation and supports the development of scholarly educational practice through practitioner research.

Review :
Through the lens of Enabling Critical Pedagogy, education is envisioned as an informal, shared and negotiated experience in which the roles of student and educator are flexible and interchangeable. Within this space, rich, organic learning can truly take place…From a student perspective, higher education lacks a sense of togetherness, transparency and accountability… This book instills faith in oneself as practitioner and student and offers the possibility of genuinely fulfilling experiences in higher education. Readers are left with the message of, “we don't know if we don't try”. Whether it be creating an inclusive space for honest dialogue within daily practice or becoming actively accountable for academia’s debt to the colonial world - the book offers a sense of hope that pedagogues can create radical change and transformation within higher education. Hannah PokladFreelance Photographer & Leeds Beckett Youth and Community Work MA Level 7 Student