Ainley, Patrick and Canaan, Joyce (2005) Critical hope in English higher education today, constraints and possibilities in two new universities. Teaching in Higher Education, 10 (4). pp. 435-446. ISSN 1356-2517 (doi:https://doi.org/10.1080/13562510500238994)

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Abstract

This paper questions how far it is possible to teach for critical hope in English higher education given changes now taking place and that can be anticipated from the self-styled 'free-market reform' introduced by the 2003 HE Act. It draws upon Gramsci and Freire to develop a dialogic pedagogy with students at two former polytechnics. It then describes interactions aiming to develop such a pedagogy with ethnically mixed, predominantly female, locally living and working class sociology students at one institution and similar students on an introductory core course for a youth and community degree at the other. The paper invites contributions to what is in effect an evidence-based conversation between the co-authors on how far critical pedagogy can afford students and teachers opportunities to go beyond the commodified transmission of information in specialist academic disciplines and of competences specified for future occupation in the emerging hierarchy of researching, teaching and training universities.

Item Type:	Article
Additional Information:	Online version first published: 19 Aug 2006
Uncontrolled Keywords:	higher education, 2003 Higher Education Act, new universities, polytechnics, widening participation, pedagogy
Subjects:	L Education > LB Theory and practice of education > LB2300 Higher Education
Pre-2014 Departments:	School of Education
Related URLs:	Publisher Organisation
Last Modified:	05 Nov 2019 15:25
URI:	http://gala.gre.ac.uk/id/eprint/9164

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