Austin, Jon and Hickey, Andrew (2008) Critical pedagogical practice through cultural studies. International Journal of the Humanities, 6 (1). pp. 133-140. ISSN 1447-9508
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[Abstract]: There can be no more significant purpose for the Humanities than to promote the exploration and understanding of what it means to be human, yet one of the more problematic aspects of this is in connecting understandings of Self and Other in emancipatory, non-exploitative ways. This paper reports on one approach to this used in a suite of two cultural studies-based courses taught in an initial teacher education program in Australia. It briefly discusses the epistemological and emanicipatory imperatives that anchor a critical pedagogical base for the course but focuses primarily on the use of critical autoethnography as a teaching tool in the pursuit of criticality and a concomitant commitment to social betterment. Drawing upon evidence derived from a larger research project, the paper concludes with a critical reflection upon the role of the socially-transformative educator in a cultural studies context.
|Item Type:||Article (Commonwealth Reporting Category C)|
|Additional Information:||Deposited in accordance with the copyright policy of the publisher. Authors retain copyright. Readers must contact Common Ground for permission to reproduce. COMMON GROUND PUBLISHING PO Box 463, Altona, Victoria, 3018, Australia. http://www.CommonGroundPublishing.com|
|Uncontrolled Keywords:||cultural studies; critical pedagogy; teacher education|
|Fields of Research (FOR2008):||16 Studies in Human Society > 1608 Sociology > 160809 Sociology of Education|
|Subjects:||330000 Education > 330100 Education Studies > 330103 Sociology of Education|
|Socio-Economic Objective (SEO2008):||UNSPECIFIED|
|Deposited On:||09 Oct 2008 12:59|
|Last Modified:||17 Nov 2011 14:57|
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