Refreshing critical pedagogy and citizenship education through the lens of justice and complexity pedagogy

Heggart, K; Flowers, R; Burridge, N; Arvanitakis, J

Refreshing critical pedagogy and citizenship education through the lens of justice and complexity pedagogy

Heggart, K

Flowers, R

Burridge, N

Arvanitakis, J

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Publication Type:: Journal Article
Citation:: Global Studies of Childhood, 2018, 8 (4), pp. 355 - 367
Issue Date:: 2018-12-01

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Field	Value	Language
dc.contributor.author	Heggart, K https://orcid.org/0000-0003-2331-1234	en_US
dc.contributor.author	Flowers, R https://orcid.org/0000-0001-9532-9770	en_US
dc.contributor.author	Burridge, N https://orcid.org/0000-0001-8452-022X	en_US
dc.contributor.author	Arvanitakis, J	en_US
dc.date.available	2020-05-25T19:05:58Z
dc.date.issued	2018-12-01	en_US
dc.identifier.citation	Global Studies of Childhood, 2018, 8 (4), pp. 355 - 367	en_US
dc.identifier.uri	http://hdl.handle.net/10453/128884
dc.description.abstract	© The Author(s) 2018. Maximal citizenship educators are committed to advancing an approach to citizenship learning with the following staple features: learner-centred; experiential; problem- and action-oriented; racialised, classed and gendered analysis of power; and strengthening the public sphere and democracy. This type of approach to education shares many similarities with the principles of critical pedagogy. However, there have been valid arguments that Frankfurt School Critical Theory inspired pedagogy still tends to focus on class, at the expense of gender and race, analyses. This article seeks ways to refresh and extend the language and theoretical frameworks used by critical pedagogues. To do so, it will deploy the terms justice pedagogy and complexity pedagogy. The adjective ‘justice’ does the same work as ‘critical’ in signalling the commitment to using education as a means to bring about a more socially just world. The recent rise in scholarship in complexity thinking lends itself to conceptualising critical pedagogy in necessarily fresh ways. This article draws attention to the kindred nature of guiding concepts in complexity thinking and critical pedagogy, including grassroots organising, distributed decision-making and emergent learning, before presenting a description of how such approaches might refresh critical pedagogy through a critical citizenship education programme using justice pedagogy. This example illustrates the way that justice pedagogy can inform decisions about appropriate teaching and learning strategies for children and young people today growing up in an increasingly globalised world.	en_US
dc.relation.ispartof	Global Studies of Childhood	en_US
dc.relation.isbasedon	10.1177/2043610618814846	en_US
dc.title	Refreshing critical pedagogy and citizenship education through the lens of justice and complexity pedagogy	en_US
dc.type	Journal Article
utslib.citation.volume	4	en_US
utslib.citation.volume	8	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
utslib.for	1301 Education Systems	en_US
utslib.for	1303 Specialist Studies in Education	en_US
utslib.for	2002 Cultural Studies	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/e-Press
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/School of International Studies
pubs.organisational-group	/University of Technology Sydney/Strength - CPCE - Centre for Creative Practices and the Cultural Economy
utslib.copyright.status	open_access
pubs.issue	4	en_US
pubs.publication-status	Published	en_US
pubs.volume	8	en_US

Abstract:

© The Author(s) 2018. Maximal citizenship educators are committed to advancing an approach to citizenship learning with the following staple features: learner-centred; experiential; problem- and action-oriented; racialised, classed and gendered analysis of power; and strengthening the public sphere and democracy. This type of approach to education shares many similarities with the principles of critical pedagogy. However, there have been valid arguments that Frankfurt School Critical Theory inspired pedagogy still tends to focus on class, at the expense of gender and race, analyses. This article seeks ways to refresh and extend the language and theoretical frameworks used by critical pedagogues. To do so, it will deploy the terms justice pedagogy and complexity pedagogy. The adjective ‘justice’ does the same work as ‘critical’ in signalling the commitment to using education as a means to bring about a more socially just world. The recent rise in scholarship in complexity thinking lends itself to conceptualising critical pedagogy in necessarily fresh ways. This article draws attention to the kindred nature of guiding concepts in complexity thinking and critical pedagogy, including grassroots organising, distributed decision-making and emergent learning, before presenting a description of how such approaches might refresh critical pedagogy through a critical citizenship education programme using justice pedagogy. This example illustrates the way that justice pedagogy can inform decisions about appropriate teaching and learning strategies for children and young people today growing up in an increasingly globalised world.

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http://hdl.handle.net/10453/128884