Abstract
While accounts of the so-called ‘Totally Pedagogised Society’ (Bonal
and Rambla) or ‘Public Pedagogy’ (Giroux) have been important to our
conceptions of civil society, democracy and education, lessons can be
drawn from schooling which complicate this story and undermine any
simple division between the state, civil society and non-governmental
organizations, in relation to both formal education and the broader
narratives of radical or critical pedagogy. This article develops an account
of pedagogical power which values the inciting and enabling practices of
pedagogy as the art of teaching. It then considers pedagogical forms of
power both within formal state schooling in the UK and the pedagogical
strategies employed by non-governmental organizations within and
outside of the formal educational sphere – arguing that the latter does not
automatically promote values of social justice and democracy.
Original language | English |
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Pages (from-to) | 102-116 |
Journal | Education, Citizenship and Social Justice |
Volume | 4 |
Issue number | 3 |
DOIs | |
Publication status | Published - Jul 2009 |
Keywords
- citizenship education
- civil society
- critical pedagogy
- governing
- pedagogy