Towards a Critical Pedagogy of Becoming
“With communism as our horizon, the field of possibilities for revolutionary theory and practice starts to change shape. Barriers to action fall away. New potentials and challenges come to the fore. Anything is possible.”
Education is, by definition, a transformative process. When one enters into an educational engagement—knowingly or unknowingly—one is necessarily changed in some way. At the very least, the information that one knows is altered in some form or manner. At the other extreme, and still at the level of the individual, one’s very subjectivity is reconstituted. The stakes become even greater when we look at education at the scale of society. Indeed, to say that education has the power to transform society or the world borders on the mundane. We would be hard pressed, for example, to name one contemporary leading political figure that did not resort to such clichés. Yet our problem with such proclamations is not that they are banal but that they are completely devoid of direction. The content, nature and, most importantly, the direction and potentiality of this transformation are completely immaterial to education itself. In other words, yes, education can change people and societies, but how and—just as importantly—toward what ends?1 ← 1 | 2 →
It is these questions in which this book intervenes. We are, to be sure, not merely concerned with raising and exploring these questions because they are interesting or provide for good academic inquiry....
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