Critical pedagogies and theories for postcompulsory and informal education
Generating research and ideas for alternative and critical futures
The analytic and research contexts for this CERES research theme are the post-compulsory areas of further, higher, adult, vocational, community and informal education. The Critical Pedagogies research group has members with external research links to: the European Educational Research Association (EERA); the British Educational Research Association, (BERA); the Association for Research in Post Compulsory Education (ARPCE); Teacher Educators in Lifelong Learning (TELL); and, the Cultural Difference and Social Solidarity network (CDSS). As an outward-facing, active and university-wide research group, Critical Pedagogies also welcomes affiliations with academics and researchers at other universities, HEIs, FE colleges and professional associations for FE, as well as other associated formal and informal structures of education, (contact Craig Hammond for more details). With a keen interest in praxis, the group embraces educational theory, philosophy and/or pedagogical practices, which recognise and pursue innovative, dynamic and creative approaches to knowledge exchange, collaboration and democratic engagement. As a non-exhaustive baseline, the research group recognises critical, utopian, social, technological, vocational and hybrid pedagogies, as well as historical and historiographical analyses of past, present and future permutations of pedagogy and post-compulsory education. Within this, current and anticipated writing and research projects encompass either broad-based and multiple contexts, or work specifically within one of the sub-themes. Current areas of focus and research aims:
- Research collaborations with FE colleges and College Based Higher Education (CBHE)
- Innovative pedagogies within/across the sectors
- New theories and models of leadership
- Democratic knowledge (and collaborative student engagement)
- Historical and historiographical analyses and critiques
- Technologies for empowerment
- Community education
- Policy, discourse and legislation
- Prison and education
Meet the members of this group.
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Dr Craig Hammond was recently awarded £6,244 by the British Academy (Philosophy of Education Society of Great Britain – PESGB, in 2020), for a project entitled A Catechism for Oedipus: A Critical Approach to Pedagogic Practice in Higher Education. This project will contribute to the production of a monograph, which will develop the theme of Oedipus (which translates as swollen foot) and the critical concepts of haecceity and heutagogy. The concepts will be developed as tactics-for-practice, to be applied in ways that can intercept and challenge entropic models of pedagogic practice and knowledge regurgitation. Duration of research project: two years.
Looking back Going forward: School_Time in Flux and Flow in Europe and beyond. A European Educational Research Association, Stichting Paedagogica Historica, and University of Sassari funded research project, 2018. (Dr. Geert Thyssen and Assoc. Prof. Fabio Pruneri, Università degli Studi di Sassari)
Fabricating modern societies: industries of reform as educational responses to societal challenges, c. 1880-1930: Part 2 A Fonds National de la Recherche Luxembourg funded research project, 2014-2018. (Dr Geert Thyssen and Assoc. Prof Karin Priem, University of Luxembourg)
Hammond, C. A. (2020). Caliban, Monstrosity and CBHE: College Scholarship Centres as islands of possibility, in Orr, K., Daley, M., and Petrie, J. Caliban’s Dance: FE after the Tempest. Trentham Books: London
Hammond, C. A. (2019). Folds, Fractals and Bricolages for Hope: Some Conceptual and Pedagogical Tactics for a Creative Higher Education, in Gibbs, P., and Andrew, P., Higher Education and Hope: Institutional, Pedagogical and Personal Possibilities. Palgrave Macmillan: London
Daley, M., Orr, K. & Petrie, J. (Eds) (2017). The Principal: Power and Professionalism in FE. London: Trentham
Daley, M., Orr, K. & Petrie, J. (Eds) (2015). Further Education and the Twelve Dancing Princesses. London: Trentham
Enriquez-Gibson, J. G. (2018) Rhythms of Academic Mobility. Judith Enriquez-Gibson (2018): Rhythms of academic mobility, Applied Mobilities, DOI: 10.1080/23800127.2017.1416828
Enriquez-Gibson, J. G. (2018) Pedagogy of Academic Mobility. In: Hosein, A , Rao, N , Shu-Hua Yeh, C and Kinchin, I, (eds.) Academics’ International Teaching Journeys Personal Narratives of Transitions in Higher Education. Academics’ International Teaching Journeys. Bloomsbury. ISBN 978-1474289771
Hammond, C. A. (2018) Roland Barthes, Guy Debord and the Pedagogical Value of Creative Liberation. PRISM, 1 (2). pp. 8-24. ISSN 2514-5347.
Hammond, C. A. (2018) Why universities should seek happiness and contentment, British Journal of Educational Studies, >DOI
Hammond, C. A., (2017). Hope, Utopia and Creativity in Higher Education: Pedagogical Tactics for Alternative Futures. London: Bloomsbury
Hammond, C. A., (2017). Machiavelli, Tactics and Utopia. In: M. Daley, K. Orr & J. Petrie, Eds. The Principal: Power and Professionalism in FE. London: Trentham.
Herman F, Priem K, Thyssen G. (2017). Body_Machine? Encounters of the Human and the Mechanical in Education, Industry and Science History of Education, 46 :108-127 >DOI
Herman F, Priem K, Thyssen G. (2015). Körper_Maschinen? Die Verschmelzung von Mensch und Technik in Erziehung, Industrie und Wissenschaft Kassung C, Caruso M. Jahrbuch für Historische Bildungsforschung 2014 Band 20 Maschinen: 45-75 Klinkhardt. Bad Heilbrunn 978-3-7815-2022-6
Kirby, K. (2018) Lorna Brookes: helping children of imprisoned parents. The Lancet Psychiatry, 5 (3). P. 198. >DOI
Petrie, J. (2018). “Faith, apostasy and professional autonomy in FE”, in Smith, R, & Bennett, P. (ed.s), Identity and Autonomy in Life-Long Education. Abingdon: Routledge
Petrie, J. (2016). “’Crippled inside?’ Metaphors of organisational learning difficulty”, in Bolt, D. & Penketh, C. (ed.s), Disability, Avoidance and the Academy: Challenging Resistance. Abingdon: Routledge
Thyssen, G. (2018) Boundlessly Entangled: Non-/Human Performances of Education for Health. Forthcoming in Paedagogica Historica: International Journal for the History of Education.
Thyssen, G. (2018) Differences that Might Matter: A Manifesto Diffractively Read. In: Manifesto for a Postcritical Pedagogy, eds. N. Hodgson, J. Vlieghe and P. Zamojski. Punctum: Earth, Milkyway, pp. 51-57.
Thyssen, G. (2018) Das Fremde in uns: Die Anfänge des luxemburgischen Schulsystems (ca. 1794-1844). In: Schule der Nation: Bildungsgeschichte und Identität, eds. M. Gardin and T. Lenz. Weinheim/Basel: BeltzJuventa, pp. 12-32.
Thyssen G, Priem K. (2016). Mobilising Meaning: Multimodality, Translocation, Technology, and Heritage Thyssen G, Priem K. Modes and Meaning: Displays of Evidence in Education :1-10 Routledge. Oxon/New York 9781138670105
Thyssen G, Priem K. 2016. Modes and Meaning: Displays of Evidence in Education Thyssen, G; Priem, K. 1-123 Routledge. Oxon/New York 9781138670105
Thyssen G. (2015). Engineered Communities? Industry, Open-Air Schools, and Imaginaries of Belonging (c. 1913-1963) History of Education & Children’s Literature, 10 :297-320
External affiliated members
William Card, University of Sussex
Dr Peter Shukie, University Centre Blackburn College
David Hayes, Blackpool & Fylde College
Dr Dave Allen, Edge Hill University
Professor Vicky Duckworth, Edge Hill University
Professor Kevin Orr, Huddersfield University
PhD and Postgraduate Research students
Lisa Kelly (EdD)