View Full Document

2009_Kellner-Kim_UT_Politics and PedagogyFINAL April 09



View the full content.
View Full Document
View Full Document

10 views

Unformatted text preview:

1 YouTube Critical Pedagogy and Media Activism An Articulation Douglas Kellner and Gooyong Kim A main goal of critical pedagogy is to facilitate simultaneously individual development and social transformation for a more egalitarian and just society As opposed to the reproductive role of education critical pedagogy strives for the action of dialogical Subjects upon reality in order to transform it by posing reality as a problem Freire 1970 p 168 In other words critical pedagogy believes education to be a form of cultural politics that is fundamental to social transformation aiming to cultivate human agency and transformative activity With the firm belief in the potentiality of the people critical pedagogy equips individuals with opportunities to expose develop and realize their human capacities through participating in the pursuit of liberation of themselves and society at the same time Freire 1970 p 169 Therefore due to individual differences in development and abilities genuine education is never just a matter of a homogenized schooling during a certain time period Essentially education is a life long process and search for self fulfillment As Dewey and Freire note with critical perspectives on education s role in societal as well as individual developments it can also be a democratizing force and promote cultural revolution and social transformation However education today tends to be confined to schooling that is getting instruction as job training or indoctrination into established value systems and practices Education in a capitalist society is a kind of voucher for politico economic success or at least subsistence Furthermore the hidden curriculum of mass media s popular pedagogy such as advertising media socialization and political propaganda means that education in the United States as a life time process tends to be controlled by dominant economic and political institutions In other 2 words education is no longer primarily a matter of self development critical thought and social progress but is a mere matter of financial investment or ideological inculcation Tragically school is often no longer a live forum for liberating dialogue but tends to be a warehouse for knowledge and skills as a matter of transmission in which teaching for testing becomes the norm under the banner of No Child Left Behind 1 In terms of the Enlightenment project of Western civilization which promised individual freedom social prosperity and universal progress an enlightened modernity has not been achieved because of education s failure to cultivate critical human agency with rationality and autonomy Rather schooling has promoted social conformity and striving for success in the competitive rat race As a chief reason for the failure of the Enlightenment project the monopoly of knowledge and the institutionalization of education have played a major role in strengthening conservative hegemony by eradicating critical consciousness as well as by making school a crucial field for social political and ideological reproduction With regard to the interconnection of power and knowledge Foucault 1980 schooling has become a quasi monopoly control and dissemination of knowledge by established powers as a form of cultural and ideological domination which controls knowledge to strengthen the interests of the dominant class Consequently Althusser 1971 correctly identifies education as a part of the Ideological State Apparatus to produce reproduce ruling ideologies in capitalist societies However the innovation of information and communication technologies ICTs has provided ordinary people with unprecedented opportunities to take on the ruling educational power structure and pedagogy The uncontested monopoly of knowledge and the institutionalization of education can now be challenged by new media technologies which make possible decentralized and interactive communication and a participatory model of culture and 3 democracy with multiple voices and an expanded flow of information thus creating a new field for the conjuncture of education and democracy In particular dialogical two way communication and collective many to many communication have been widely implemented with the emergence of the Internet and social networking sites This technological development has amplified individual voluntary participation in mutual education through proliferating new voices and visions making possible the democratization of knowledge In other words conventional relationships between the producers and the consumers of knowledge have been productively challenged Thus the Internet has opened a space for individuals to realize Benjamin s 1934 belief that a reader is at all times ready to become a writer suggesting a new space to realize the civic engagement of modern citizens p 225 Consequently individuals can become more deeply involved in the democratization of knowledge and mutual pedagogy as autonomous rational beings thus helping to realize the dreams of the Enlightenment With regard to the potential of ICTs for reviving a more pedagogically participatory democracy Habermas s 1989 notion of the public sphere is an important resource to examine the significance of voluntary individuals active engagement with the dominant reproductive model of education Grounded in an ideal of communicative rationality which is based on mutual understanding and persuasion 2 Habermas 1989 believes that individuals should strive for personal autonomy and to exchange their ideas openly and reach consensus in the universal speech situation of the public sphere in which there is minimum domination or manipulation and the force of the better argument prevails Individuals can exercise mutual pedagogical practices when the ideal notion of the public sphere is embodied in their autonomous participation in discussions of their own interests as well as by undistorted communication among themselves In this ideal space of pedagogical interaction any attempt to dominate or 4 regulate a free flow of knowledge and information is difficult if not impossible thus helping to realize Enlightenment goals 3 From this idealized and normative perspective interactive and decentralized communication on the Internet can invigorate the potential of pedagogic democratization in the public sphere However leaving aside problems of the digital divide among class gender and race Habermas 1989 s notion of the public sphere is strictly confined to the bourgeois model of liberal


Access the best Study Guides, Lecture Notes and Practice Exams

Loading Unlocking...
Login

Join to view 2009_Kellner-Kim_UT_Politics and PedagogyFINAL April 09 and access 3M+ class-specific study document.

or
We will never post anything without your permission.
Don't have an account?
Sign Up

Join to view 2009_Kellner-Kim_UT_Politics and PedagogyFINAL April 09 and access 3M+ class-specific study document.

or

By creating an account you agree to our Privacy Policy and Terms Of Use

Already a member?