Interrogating spaces of otherness: Towards a postcritical pedagogy for applied drama and theatre | Intellect Skip to content
1981
Volume 1, Issue 1
  • ISSN: 2049-3010
  • E-ISSN: 2049-3029

Abstract

ABSTRACT

While a number of exponents of critical pedagogy argue that it is an appropriate framework for challenging dominant discourses that seek to perpetuate oppressive power relations and social inequalities, others have begun to counter-argue that it still remains a ‘pedagogy of the oppressed’. By continuing to construct the ‘world’ as divided between binary oppositions of race, class, gender and ethnicity, critical pedagogy tends to gloss over more complex relations of power in which these categories are fluid rather than fixed. This article argues that in post-conflict situations such as post-apartheid South Africa, where the dividing line between perpetrators and victims tends to be blurred, the dividing line between oppressor and oppressed becomes less clear and more slippery. The article proposes the adoption of an alternative post-critical pedagogy that can transcend such rigid boundaries.

Loading

Article metrics loading...

/content/journals/10.1386/atr.1.1.7_1
2013-01-01
2024-02-28
Loading full text...

Full text loading...

http://instance.metastore.ingenta.com/content/journals/10.1386/atr.1.1.7_1
Loading
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