Skip to content
1981
Politicizing Artistic Pedagogies: Publics, Spaces, Teachings
  • ISSN: 2042-793X
  • E-ISSN: 2042-7948

Abstract

By exploring some of the challenges of teaching a radical politics in the neo-liberal university, the article looks to the writings of radical pedagogues like Freire and Giroux to position hope as an important resource for critical pedagogy for teachers. Drawing on Coole’s work on Merleau-Ponty, the article examines the potential of a critical pedagogy that taps into the body, rather than a mind, as a vessel for capturing hope and thus as a way of opening up a new resource for linking hope to educational practice. These resources are discussed in relation to debates concerning the politics of artistic practices, particularly with regard to how an embodied pedagogy might work around the constraints imposed by neo-liberal universities. Three themes are identified as warranting further discussion for an embodied pedagogy and their implications are reflected upon. These relate to how we view the student as embodying hope, how we view the classroom as a place of rich connections and how we capture learning through richness and reflection. The United Kingdom is the focus of the article, but there is a wider relevance given ongoing global trends in and debates about higher education.

Loading

Article metrics loading...

/content/journals/10.1386/aps_00063_1
2021-11-01
2024-12-10
Loading full text...

Full text loading...

References

  1. Bacevic, J.. ( 2019;), ‘ Knowing neoliberalism. ’, Social Epistemology, 33:4, pp. 38092.
    [Google Scholar]
  2. Benjamin, W.. ( 1979;), ‘ Theories of German fascism: On the collection of essays War and Warrior. ’, (ed. E. Jünger,, trans. J. Wikoff.), New German Critique, 17, pp. 12028.
    [Google Scholar]
  3. Biggs, J.. ( 1996;), ‘ Enhancing teaching through constructive alignment. ’, Higher Education, 32:3, pp. 34764.
    [Google Scholar]
  4. Bishop, C.. ( 2004;), ‘ Antagonism and relational aesthetics. ’, October, 110:Winter, pp. 5179.
    [Google Scholar]
  5. Bloch, E.. ( 1986), The Principle of Hope, Cambridge, MA:: MIT Press;.
    [Google Scholar]
  6. Bourriaud, N.. ( 2002), Relational Aesthetics, Dijon:: Les Press du Réel;.
    [Google Scholar]
  7. Bratton, B. H.. ( 2015), The Stack: On Software and Sovereignty, Cambridge, MA:: MIT Press;.
    [Google Scholar]
  8. Bruff, I., and Jordan, M.. ( 2015;), ‘ Rethinking the artistic imagination: From formalistic “innovation” to productive potential for social and political change. ’, European Sociological Association Conference, Czech Technical University, Prague, Czech Republic, 25–28 August.
    [Google Scholar]
  9. Charnley, K.. ( 2011;), ‘ Dissensus and the politics of collaborative practice. ’, Art & the Public Sphere, 1:1, pp. 3753.
    [Google Scholar]
  10. Christophers, B.. ( 2021;), ‘ A tale of two inequalities: Housing-wealth inequality and tenure inequality. ’, Environment and Planning A: Economy and Space, 53:3, pp. 57394.
    [Google Scholar]
  11. Coben, D.. ( 1998), Radical Heroes: Gramsci, Freire and the Politics of Adult Education, London:: Routledge;.
    [Google Scholar]
  12. Coole, D.. ( 2007), Merleau-Ponty and Modern Politics after Anti-humanism, Lanham, MD:: Rowman & Littlefield;.
    [Google Scholar]
  13. Crossley, N.. ( 1996;), ‘ Body-subject/body-power: Agency, inscription and control in Foucault and Merleau-Ponty. ’, Body & Society, 2:2, pp. 99116.
    [Google Scholar]
  14. Cunningham, J.. ( 2016;), ‘ Production of consumer spaces in the university. ’, Journal of Marketing for Higher Education, 26:2, pp. 199213.
    [Google Scholar]
  15. Dannreuther, C.. ( 2014;), ‘ Engagement as an educational objective. ’, Journal of Contemporary European Research, 10:4, pp. 490504.
    [Google Scholar]
  16. Dooris, M.,, Powell, S., and Farrier, A.. ( 2020;), ‘ Conceptualizing the “whole university” approach: An international qualitative study. ’, Health Promotion International, 35:4, pp. 73040.
    [Google Scholar]
  17. Ferguson, I.. ( 2017), Politics of the Mind: Marxism and Mental Distress, London:: Bookmarks;.
    [Google Scholar]
  18. Fisher, M.. ( 2014), Ghosts of My Life: Writings on Depression, Hauntology and Lost Futures, Winchester:: Zero;.
    [Google Scholar]
  19. Freire, P.. ( 2005), Pedagogy of the Oppressed, , revised., New York:: Continuum;.
    [Google Scholar]
  20. Gethin, A.,, Martínez-Toledano, C., and Piketty, T.. (eds) ( 2021), Political Cleavages and Social Inequalities: A Study of Fifty Democracies, 1948–2020, Cambridge, MA:: Harvard University Press;.
    [Google Scholar]
  21. Giroux, H. A.. ( 2016), Dangerous Thinking in the Age of the New Authoritarianism, New York:: Routledge;.
    [Google Scholar]
  22. Giroux, H. A.. ( 2020), On Critical Pedagogy, , 2nd ed.., London:: Bloomsbury;.
    [Google Scholar]
  23. Gurney, L., and Grossi, V.. ( 2021;), ‘ Exploring contours of the entrepreneurial self in the contemporary university: Developing learning and teaching under neoliberal conditions. ’, International Journal for Academic Development, article first , https://doi.org/10.1080/1360144X.2021.1919681. Accessed 10 October 2021.
    [Google Scholar]
  24. Hartmann, E.. ( 2021;), ‘ The shadow sovereigns of global education policy: A critique of the world society approach. ’, Journal of Education Policy, 36:3, pp. 36792.
    [Google Scholar]
  25. Hendriks, C. M., and Dzur, A. W.. ( 2021;), ‘ Citizens’ governance spaces: Democratic action through disruptive collective problem-solving. ’, Political Studies, article first , https://doi.org/10.1177/0032321720980902. Accessed 10 October 2021.
    [Google Scholar]
  26. Hobbs, J.. ( 2021;), ‘ Plasma donation at the border: Feminist technoscience, bodies and race. ’, Security Dialogue, 52:1, pp. 4561.
    [Google Scholar]
  27. Ichikawa, H.. ( 2020;), ‘ A theory of hope in critical pedagogy: An interpretation of Henry Giroux. ’, Educational Philosophy and Theory, article first , https://doi.org/10.1080/00131857.2020.1840973. Accessed 10 October 2021.
    [Google Scholar]
  28. Koopman, O., and Koopman, K. J.. ( 2018;), ‘ The body as blind spot: Towards lived experience and a body-specific philosophy in education. ’, Education as Change, 22:3, https://doi.org/10.25159/1947-9417/1880. Accessed 10 October 2021.
    [Google Scholar]
  29. Langan, T.. ( 1966), Merleau-Ponty’s Critique of Reason, New Haven, CT:: Yale University Press;.
    [Google Scholar]
  30. Lazzarato, M.. ( 2012), The Making of the Indebted Man: An Essay on the Neoliberal Condition, Cambridge, MA:: MIT Press;.
    [Google Scholar]
  31. Lingis, A.. ( 1968;), ‘ Translator’s preface. ’, in M. Merleau-Ponty. (ed.), The Visible and the Invisible, Evanston, IL:: Northwestern University Press;, pp. xllvi.
    [Google Scholar]
  32. Luonila, M., and Jyrämä, A.. ( 2020;), ‘ Does co-production build on co-creation or does co-creation result in co-producing?. ’, Arts and the Market, 10:1, pp. 117.
    [Google Scholar]
  33. McCloud, T., and Bann, D.. ( 2019;), ‘ Financial stress and mental health among higher education students in the UK up to 2018: Rapid review of evidence. ’, Journal of Epidemiology and Community Health, 73:10, pp. 97784.
    [Google Scholar]
  34. McNally, D.. ( 2018;), ‘ Collaboration as acknowledged co-production: A site-based approach to Tribe. ’, Cultural Geographies, 25:2, pp. 33959.
    [Google Scholar]
  35. Merleau-Ponty, M.. ( 1968), The Visible and the Invisible, Evanston, IL:: Northwestern University Press;.
    [Google Scholar]
  36. Mijs, J. J., and Savage, M.. ( 2020;), ‘ Meritocracy, elitism and inequality. ’, Political Quarterly, 91:2, pp. 397404.
    [Google Scholar]
  37. Mouffe, C.. ( 2013), Agonistics: Thinking the World Politically, London:: Verso;.
    [Google Scholar]
  38. Orr, L.. ( 1997;), ‘ Globalisation and universities: Towards the “market university”?. ’, Social Dynamics, 23:1, pp. 4267.
    [Google Scholar]
  39. Pfoser, A., and Jong, S. de. ( 2020;), ‘ “I’m not being paid for this conversation”: Uncovering the challenges of artist-academic collaborations in the neoliberal institution. ’, International Journal of Cultural Studies, 23:3, pp. 31733.
    [Google Scholar]
  40. Rancière, J.. ( 2021), The Emancipated Spectator, London:: Verso;.
    [Google Scholar]
  41. Rikap, C., and Harari-Kermadec, H.. ( 2020;), ‘ The direct subordination of universities to the accumulation of capital. ’, Capital & Class, 44:3, pp. 371400.
    [Google Scholar]
  42. Rohlfing, J.,, Navarro, R.,, Maniya, O.,, Hughes, B., and Rogalsky, D.. ( 2014;), ‘ Medical student debt and major life choices other than specialty. ’, Medical Education Online, 19:1, p. 25603.
    [Google Scholar]
  43. Ruitenberg, C. W.. ( 2011;), ‘ Art, politics, and the pedagogical relation. ’, Studies in Philosophy and Education, 30:2, pp. 21123.
    [Google Scholar]
  44. Sato, Y.,, Watt, R.,, Saijo, Y.,, Yoshioka, E., and Osaka, K.. ( 2020;), ‘ Student loans and psychological distress: A cross-sectional study of young adults in Japan. ’, Journal of Epidemiology, 30:10, pp. 43641.
    [Google Scholar]
  45. Selk, V., and Jörke, D.. ( 2019;), ‘ Back to the future! Habermas and Dewey on democracy in capitalist times. ’, Constellations, 27:1, pp. 3649.
    [Google Scholar]
  46. Smith, M. B.. ( 1993;), ‘ Merleau-Ponty’s aesthetics. ’, in G. A. Johnson, and M. B. Smith. (eds), The Merleau-Ponty Aesthetics Reader: Philosophy and Painting, Evanston, IL:: Northeastern University Press;, pp. 192211.
    [Google Scholar]
  47. Soederberg, S.. ( 2014), Debtfare States and the Poverty Industry: Money, Discipline and the Surplus Population, New York:: Routledge;.
    [Google Scholar]
  48. Tempest, K.. ( 2019;), ‘ People’s faces. ’, YouTube , 16 July, https://www.youtube.com/watch?v=mpy9OGVFJ1I. Accessed 22 September 2021.
  49. Walmsley, B.. ( 2019;), ‘ The death of arts marketing: A paradigm shift from consumption to enrichment. ’, Arts and the Market, 9:1, pp. 3249.
    [Google Scholar]
  50. Dannreuther, Charlie. ( 2021;), ‘ Feeling political. ’, Art & the Public Sphere, 10:2, pp. 24963, https://doi.org/10.1386/aps_00063_1
    [Google Scholar]
/content/journals/10.1386/aps_00063_1
Loading
  • Article Type: Article
Keyword(s): aesthetics; critical pedagogy; embodiment; flesh; hope; hyperdialectics
This is a required field
Please enter a valid email address
Approval was a success
Invalid data
An error occurred
Approval was partially successful, following selected items could not be processed due to error