A pedagogy of resistance and Scouse other-ness
Both within and beyond the Church, much current pedagogical methodology and practice encourages students to minimise and overcome, rather than embrace and leverage, disruptive challenges in learning, resulting in exclusion and division. In drawing connections with her own experiences navigating a Sc...
| Main Author: | |
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| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Routledge, Taylor and Francis Group
2021
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| In: |
Practical theology
Year: 2021, Volume: 14, Issue: 4, Pages: 351-363 |
| IxTheo Classification: | FD Contextual theology KBF British Isles RF Christian education; catechetics |
| Further subjects: | B
Outsider
B Scouse identity B Transformatory learning B pedagogical resistance B John Hull |
| Online Access: |
Volltext (lizenzpflichtig) |
| Summary: | Both within and beyond the Church, much current pedagogical methodology and practice encourages students to minimise and overcome, rather than embrace and leverage, disruptive challenges in learning, resulting in exclusion and division. In drawing connections with her own experiences navigating a Scouse learning identity and ‘The centrality of resistance’ (Hull, J. 1999. “Adult Religious Faith: Some Problems of Definition, of Research and of Education.” Modern Believing 40 (4): 39–48 43) in the late Prof. John Hull’s (University of Birmingham/Queen’s Foundation) pedagogy of transformatory Christian adult learning, the author offers an alternative to this. Hull’s pedagogy of resistance replaces a conception of learning built on ‘offering additional knowledge … to be added to the previous stock of knowledge’ (Hull, J. 1997. “Karl Marx on Capital: Some Implications for Christian Adult Education.” Modern Believing 38 (1): 22–31, 29) with a change of posture to potential learning obstacles. This, Hull claims, results in the re-definition of essential pedagogical traits and patterns. The article concludes with two examples of Scouse women whose own learning illustrates how the major themes of a pedagogy of resistance practically function. |
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| ISSN: | 1756-0748 |
| Contains: | Enthalten in: Practical theology
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| Persistent identifiers: | DOI: 10.1080/1756073X.2021.1961375 |