An Immanent Critique of Critical Pedagogy. Issue 3 (3rd January 2020)

• Record Type: Journal Article
• Authors: Wheeler‐Bell, Quentin
• Is Part Of: Educational theory. Volume 69:Issue 3(2019:Jun.)
• Page Start: 265
• Page End: 281
• Publication Date: 2020-01-03
• Subjects: critical pedagogy -- critical theory -- normative theory -- critical educators -- democratic education; Education -- Periodicals; Onderwijs; Theorievorming; Éducation -- Périodiques; 370.105
• DOI: 10.1111/edth.12368
• Languages: English
• ISSNs: 0013-2004

Abstract

Abstract: In this essay, Quentin Wheeler‐Bell aims to reframe recent attempts to rethink the core principles of critical pedagogy. He argues that these attempts have been unsuccessful because they reproduce a deeper problem — specifically, an identity crisis — within critical pedagogy. The source of this problem, he contends, is that those working in this tradition have, over time, become more distant from and forgetful of its roots in critical theory; as a result, critical pedagogy is now in a state of dilution and fragmentation in which critical pedagogues are unable to bring the plurality of critical education approaches together theoretically around a set of shared principles. In order to address this problem and begin to reframe the core principles of critical pedagogy, Wheeler‐Bell first briefly sketches the debates around Max Horkheimer's classic essay "Critical Theory and Traditional Theory, " focusing on why critical theory grew into an interdisciplinary tradition situated between philosophy and social science. Then he explains why the recent attempts to rethink critical pedagogy rely upon a problematic, albeit dominant, narrative of the critical education tradition — a narrative that only tacitly recognizes a connection between critical education and critical theory. This dominant narrative contributes to the identity crisis within critical education because it supports a collective memory loss regarding the importance of both philosophy and social science to critical theory. Finally, Wheeler‐Bell attempts to develop a thin definition of critical education: one that connects critical education back to its roots in critical theory, while respecting the plurality of critical education approaches.