List of Figures Notes on Contributors Series Editor’s Foreword Acknowledgements Introduction: Are Hopeful Pedagogies Possible in Higher Education Section One: Key Ideas and the Conceptual and Policy Terrain 1. Key Concepts of Critical Pedagogy: How We Teach – Mike Seal, response by Alan Smith 2. Critiques of Critical Pedagogy: The Post Critical– Leoarna Mathias & Mike Gilsenan, response by Joris Vlieghe 3. Perspective on the possibility of Hopeful Critical Pedagogies within Higher Education – Mike Seal, response by Stephen Cowden 4. The Higher Education Policy Landscape: Resistance is Possible – Sarah Parkes and Jane Beniston, response by Neil M Speirs 5. The Pedagogy of Partnership – John Peters and Leoarna Mathias, response by Professor Mike Neary Section Two: Hopeful Pedagogies in Higher Education Hopeful Pedagogy within Courses 6. Early Years to Higher Education: Legacy and the Creation and Connection of Hopeful Spaces - Julie Boardman and Jane Beniston, response from Carol Aubrey. 7. Widening the Cracks: Co- Constructing Learning Within Dialogical Spaces - Jane Beniston and Debbie Harris, response from Dr. László Varga PhD 8. Preparing for an Unexpected Journey! Exploring the Experience of Teaching Critical Pedagogy through Critical Pedagogy– Helen Bardy & Mike Gilsenan, response Christine Smith 9. Academic Identities: Conversations across the Cracks – Roger Willoughby & Parminder Assi, response from Marina Tornero Tarragó Hopeful Pedagogies within Structures 10. The ‘Rehearsal Space’: Viewing Induction and Transition Work as a Critical Pedagogy Practice - Sarah Parkes & Leoarna Mathias, response by Professor Liz Thomas 11. ‘Very Much a Democratic Thing’: Enacting the Pedagogy of Partnership - Leoarna Mathias And John Peters, response by Professor Mike Neary 12. Foundation Years: Undoing Discourses of Deficit - Pheobe Hall, Leoarna Mathias, Kace Mcgowan, Sarah Parkes, Samantha Snelleksz, and Mike Seal, response Dr Sarah Hall Becoming the Hopeful Pedagogue 13. A mindful journey – Person-Centred and Contemplative Critical Approaches to Higher Education - Ruth Roberts, response by Luca Tateo 14. Rethinking Critical Pedagogy in Higher Education through a Psychosocial Lens – Pete Harris, response by Jo Trelfa 15. It's been Emotional - Exploring the Emotional Impact of Critical Pedagogy Practice with Non-Traditional Students – Pauline Grace, Adella Snape and Lorna Morgan, response by Dana Fusco Hopeful Pedagogies in the Spaces In-Between 16. Sit Down Next To Me: Reflections On Academic Advising And Pedagogical Love - Peter Sharpe, response by Professor Paul Prinsloo 17. Pushing at an Open Door… - Tina Mcloughlin, 18. Quality Assurance or Assured Silence? – Lorraine Loveland-Armour, response from Sean Bracken Hopeful Pedagogies beyond the Institution 19. University as Community: Breaking the Circle of Certainty. – Tina Mclouglin, Lead Rolfe and Mike Seal, response from Simone Helleren. 20. College-Based Higher Education: a New Hope - Karima Kadi-Hanifi & John Keenan, response by Paula McElerney Conclusion: Hopeful Pedagogies Are Possible In Higher Education
Re-examines the conceptual terrain for critical pedagogy and, through examples, assesses its potential to be actualised within higher education through hopeful pedagogies.
Mike Seal is the National Officer of the Professional Association of Lecturers in Youth and Community Work, a Visiting Professor at Newman University Birmingham, UK, and Leeds Beckett University, UK, and a freelance educational consultant.
This book is exemplary in bringing crucial pedagogical and social
issues to the fore.
*Journal of Applied Learning and Teaching*
[This] brave edited collection sparks insights, challenges and
ideas for hopeful pedagogies. Harnessing Freire’s dialogical
essence, chapters provide analysis and reflections on critical
practice with the added bonus of a challenging sparring partner
extending a critique to each account. A compelling read for
everyone who believes we need something better.
*Julie Hall, Senior Deputy Vice Chancellor, Solent University,
UK*
At a time when educators need to extend discussions about
alternatives to traditional models of education, Hopeful Pedagogies
in Higher Education is a relevant and timely work. Given the global
landscapes of contemporary politics and the growing misconceptions
about higher learning, the contributing authors recognize the need
for democratic dialogues about the lessons of the past and
fostering hope for the future. 'Critical pedagogies' do not have to
be synonymous with pessimistic instruction. [This book] challenges
the negativity of dominant discourses of the current state of the
world and instead offers new ideas for new pedagogical
possibilities for meaningful and promising futures.
*Charles L. Lowery, Associate Professor of Educational Studies,
Ohio University, USA*
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