Close
Educational theory and the limits of critique
16 October 2024, 5:30 pm鈥�7:00 pm
Post-critical pedagogy as an approach to educational research: Kai Wortmann will talk about problems with and alternatives to critical ways of speaking about education.
This event is free.
Event Information
Open to
- All
Availability
- Yes
Cost
- Free
Organiser
-
Yuxin Su
Location
-
Room 780UCL IOE20 Bedford WayLondonWC1H 0AL
This seminar will introduce post-critical pedagogy as approach to educational research that avoids problems of and offers alternatives to the dominant critical language in our discipline.
Three problems of critique will be described: first, the tendency to uncover underlying structures of phenomena and thus to reduce them, second, the risk of losing the actors by breaking with their perspectives, third, the prevailing negativity and associated inability to offer orientation for educational practice.
The suggested alternatives consist in a language that describes educational phenomena as relational, treats educational actors as equal and symmetrical, and offers positive-affirmative ways of speaking about education.
This event will be particularly useful for those interested in philosophy of education, educational research design and research methodology.
Please note this is a hybrid event and can be joined either in person or online. Email聽Yuxin Su聽<stnvysu@ucl.ac.uk>聽to attend online.
PESGB seminar series
This event is part of the聽聽(PESGB) seminar series.聽PESGB is a learned society that promotes the study, teaching and application of philosophy of education. Its London Branch hosts seminars every Wednesday in conjunction with the聽Centre for Philosophy of Education. These seminars are led by national and international scholars in the field, covering a wide range of issues of educational and philosophical concern.
All are welcome to attend.
Related links
Image
Cavan via Adobe Stock.
About the Speaker
Kai Wortmann
Philosopher of Education at the University of T眉bingen, Germany
He is interested in contemporary pragmatism, actor-network-theory and empirical philosophy of education, and implications of the climate crisis for educational theory.