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Teaching Global and Social Justice as Transgressive Spaces of Possibility
Author(s) -
Motta Sara C.
Publication year - 2013
Publication title -
antipode
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 2.177
H-Index - 98
eISSN - 1467-8330
pISSN - 0066-4812
DOI - 10.1111/j.1467-8330.2012.00995.x
Subject(s) - praxis , sociology , commodification , politics , performativity , elite , critical pedagogy , aesthetics , subject (documents) , context (archaeology) , economic justice , pedagogy , epistemology , gender studies , law , political science , paleontology , philosophy , library science , economics , computer science , market economy , biology
In this article I reflect on introducing critical pedagogy into social justice teaching in an elite UK university as part of the Nottingham Critical Pedagogy Project. I de‐essentialise Freire's conceptualisation of the human subject and her desire for transcendence with the introduction of Deleuze and Guattari's politics of desire. This enables an adaption of critical pedagogy from its original context of popular politics to the individualised elite setting of our project. Our pedagogical objectives become the opening of spaces of possibility which decentre the dominant regime of truth of the neoliberal university and enable imagining and becoming “other”. This involves disrupting normal patterns of classroom performativity in terms of student as consumer and lecturer as producer of commodities, transgressing dualisms between mind/body, intellectual/emotional and teacher/student. Our pedagogical praxis is therefore inherently political as by radically disturbing commodified subjectivities we foster processes that lead to unanticipated, maybe even unspeakable, transgressions.