| 1. |
- Basic, Goran, 1972-, et al.
(författare)
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Ideology of neo-fascism, education, and culture of peace : the empirical case of Bosnia and Herzegovina
- 2019
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Ingår i: Critical Education. - : University of British Columbia Press. - 1920-4175. ; 10:6, s. 1-20
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this article is to critically analyse intellectual conditions for education pertaining to the empirical and normative knowledge dimensions that can oppose the ideologies of neo-fascism. The analytical basis is a literature review of various studies from the domains of sociology of knowledge, war sociology, social epistemology, and critical pedagogy. The article explains the social need for better-quality public education pertaining to the meaning of political, media, and religious use and misuse of “identitarian concepts” and “identitarian terminology.” The privileged strategies of the political application of referential systems and mechanisms of ‘differentiating’ serve as the epistemic foundation to teach the concepts, terminology, taxonomies, and classifications used to separate people into “ours” and “theirs.” The genocide of Bosnian Bosniaks in the war against the Bosnian-Herzegovinian multicultural society conveys the need to create peaceful emancipatory identity politics and for a new pedagogy of emancipation of many of the oppressed and disenfranchised who are difficult to explicitly name. Conceptual problems, related to certain obvious paradoxes intrinsic in the politics of the collective representation of citizens after genocide, are linked to these processes.
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| 2. |
- Knutsson, Beniamin, 1974
(författare)
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Green machines? Destabilizing discourse in technology education for sustainable development
- 2018
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Ingår i: Critical Education. - 1920-4175. ; 9:3, s. 1-18
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Tidskriftsartikel (refereegranskat)abstract
- Technology education (TE) and education for sustainable development (ESD) increasingly converge. This makes perfect sense given the techno-optimism that permeates the prevailing discourse on sustainable development. The present article reviews mainstream and more critical work within this emerging literature. A central argument is that even the more critical studies in the field tend to feed into the techno-optimistic sustainable development discourse; as they do not contest conventional understandings of technology, the scope of their critique remains limited. Reiterating Hornborg’s theories of machine fetishism and ecologically unequal exchange, the present paper offers a radically different outlook and ultimately two conclusions are drawn. First, rather than engaging in conversations with fellow proponents of technological solutions, scholars in this emerging field ought to spend more time responding to those who seriously question technology’s ability to deliver environmental and social sustainability. Second, if technology educators are sincere about wanting to promote technical literacy more broadly, the eco-innovation curriculum must be supplemented with perspectives that interrogate the prospects for a ‘green’ modernity.
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| 3. |
- Pedersen, Helena
(författare)
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Animals on Display : The Zoocurriculum of Museum Exhibits
- 2010
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Ingår i: Critical Education. - : Institute for Critical Educational Studies. - 1920-4175. ; 1:8
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Tidskriftsartikel (refereegranskat)abstract
- Museums have been viewed as valuable education resources as well as sites of reproduction of colonialist narratives about the “other.” This article, based on ethnographic field studies of school visits to museums and drawing on postcolonial critique in visual culture and critical education theory, analyzes two different museum exhibitions and the human-nonhuman animal relations they produce. Different agendas seem to be at work at the two museums; one inviting a conventional zoological gaze of “exoticism,” and the other interrogating issues of power inherent in human-nonhuman animal relations. I argue that the pedagogical messages produced by particularly the natural history museum are part of a generic zoocurriculum; a species-coded hidden curriculum structuring human-animal boundary work by delimiting and separating human and animal subject positions. However, student responses to both museum displays indicate that their own interpretive framework largely operated in the opposite direction as the stuffed and dismembered animals seemed to invoke reflections on mortality that facilitated students’ self-identification with them.
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