In Defense of Critical Democratic Pedagogy

by Tracey Isaacs^1
1 International Society of Philosophy and Cosmology (Stellenbosch, South Africa)
DOI: http://doi.org/10.29202/fhi/9/3
Received: January 30, 2018 / Accepted: March 1, 2018 / Published: April 14, 2018

A powerful positivist and neoliberal ideology in education masquerades more or less unharmed as the meritocratic myth promised under the cloak of democracy. Yet some students and teachers are beginning to interrogate the success-only orientations of neoliberalism in the face of crumbling school systems where many students fail. These students and teachers are not oblivious to the stark realities that characterize their daily existence, as they live under a dark cloud of mass unemployment and inequality where many struggle to “succeed”. Additionally, trained consciousness reveals the pockmarked version of democracy that admits only a few and is attendant with an authoritarian, disciplinary practice that breeds resistance towards education rather than the envisioned freedom it is purported to usher in. These inconsistent positions as an experience of education, by especially marginal students, is intensifying within a neoliberal discourse and invites the intense consideration of the place of critical democratic pedagogy as a more appropriate approach toward democratic teaching and learning practices. Within this context, I explore the theoretical and practical dimensions of critical pedagogy to provide an expanded view of teaching and learning in post-democratic South African education.

Keywords: critical pedagogy, democracy, freedom, neoliberal, positivist, meritocracy, authoritarian

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Isaacs, Tracey (2018) In Defense of Critical Democratic Pedagogy. Future Human Image, Volume 9, 27-40. http://doi.org/10.29202/fhi/9/3