Radical Pedagogy

Experiments in architectural education in the post–World War II era that challenged and transformed architectural discourse and practice. In the decades after World War II, new forms of learning transformed architectural education. These radical experiments sought to upend disciplinary foundations and conventional assumptions about the nature of architecture as much as they challenged modernist and colonial norms, decentered building, imagined new roles for the architect, and envisioned participatory forms of practice. Although many of the experimental programs were subsequently abandoned, terminated, or assimilated, they nevertheless helped shape and in some sense define architectural discourse and practice. This book explores and documents these radical pedagogies and efforts to defy architecture’s status quo. The experiments include the adaptation of Bauhaus pedagogy as a means of “unlearning” under the conditions of decolonization in Africa; a movement to design for “every body,” including the disabled, by architecture students and faculty at the University of California, Berkeley; the founding of a support network for women interested in the built environment, regardless of their academic backgrounds; and a design studio in the USSR that offered an alternative to the widespread functionalist approach in Soviet design. Viewed through their dissolution and afterlife as well as through their founding stories, these projects from the last century raise provocative questions about architecture’s role in the new century.

Radical Pedagogy articulates a new theory of identity based on recent research in psychoanalysis, social psychology and cognitive science. It explains how developing identity is a prerequisite for developing intelligence, personal well being, and the amelioration of social problems, including violence, prejudice and substance abuse.

The anticipated reduction in the duration of architecture education in the UK and across Europe has encouraged a sense of collective openness towards exploring other models of professional education delivery. There's never been a better time to be thoughtfully innovative and take the initiative. This book provides a much needed debate about the future of architectural education, placing it within its unique historic tradition and raising fundamental questions such as who should be teaching architecture? Where should they be situated and should it be viewed as an interdisciplinary, rather than silo-based subject? This is not just a book for academics. It comprises voices from those who are doing as well as talking; students, recent graduates, practitioners, educators and developers, consolidating academic and well as practice-based evidence into a set of actionable insights which should question, provoke and inspire...

Theory pedagogy politics : the crisis of "The Subject" in the humanities / Mas'ud Zavarzadeh and Donald Morton -- The subject of literary and the subject of cultural studies / Antony Easthope -- Post-structuralist feminist practice / Chris Weedon -- Resistance to sexual theory / Juliet Flower MacCannell -- Principle pleasures : obsessional pedagogies or (ac)counting from Irving Babbitt to Allan Bloom / Katherine Cummings -- Canonicity and theory : toward a post-structuralist pedagogy / R. Radhakrishnan -- The spirit hand : on the index of pedagogy and propaganda / Gregory L. Ulmer -- Radical pedagogy as cultural politics : beyond the discourse of critique and anti-utopianism / Henry A. Giroux and Peter L. McLaren -- Charisma and authority in literary study and theory study / Heather Murray -- Intellectual work and pedagogical circulation in English / Evan Watkins -- The university and revolutionary practice : a letter toward a Leninist pedagogy / Adam Katz.

This interdisciplinary volume examines the place of critical and creative pedagogies in the academy and beyond, offering insights from leading and emerging international theorists and scholar-activists on innovative theoretical and practical interventions for the classroom, the university, and the public sphere. Subversive Pedagogies draws attention to creative and critical pedagogies as a resource for engaging pressing problems in global politics. The collection explores the radical potential of pedagogy to transform students, scholars, citizens, and institutions. It brings together scholars and students from a range of disciplinary backgrounds, including international relations, political science, indigenous studies, feminist theory, and theatre studies, as well as practitioners in theatre and the arts. These diverse voices explore innovative pedagogical practices that extend our understanding of where pedagogy happens, invite critical assessment of the ways the neoliberal university shapes and restricts pedagogical engagement, and offer both theoretical and practical tools to explore more creative and broader understandings of what pedagogy can and should do. The book will appeal to scholars and students from a range of disciplinary backgrounds, including international relations, political science, indigenous studies, feminist theory, theatre studies, and education theory, as well as practitioners in theatre and the arts.

What does it mean to unlearn? Once we have learned something, is it ever possible to unlearn that something? If something is said to have been unlearned, does that mean that it is simply forgotten or does some residual force of learning, some perverse force, also resonate in ways that might help us to rethink traditional approaches to teaching and learning? Might we say that education today is haunted by the spectre of unlearning?This book invites readers to reflect on the possibilities of knowing, reflecting, understanding, teaching and learning in ways that allow us to imagine the other side of education, the side which understands non-knowledge, ignorance, stupidity and wonder as potentially the most important learning experiences we can ever have. In a series of provocative essays by some of the world's most renowned theorists in philosophy, psychoanalysis, cultural studies, politics and education, The Pedagogics of Unlearning challenges us to think again about what we mean when we talk about learning - about what it really means to learn - and whether the kinds of learning we imagine in our classrooms and daily lives are actually synonymous with the sort of learning we envision when we think and talk about the purpose and passage of education.If you think you know what education and learning are doing, what teaching strategies do, and what learning outcomes are, then this book asks you to think again, to unlearn what you have learned, to learn to unlearn.TABLE OF CONTENTS // Éamonn Dunne, "Preface: Learning to Unlearn" - Jacques Ranciere, "Unwhat?" - Deborah Britzman, "Phantasies of the Writing Block: A Psychoanalytic Contribution to Pernicious Unlearning" - Sam Chambers, "Learning How to Be a Capitalist: From Neoliberal Pedagogy to the Mystery of Learning" - John D. Caputo, "Teaching the Event: Deconstruction: Hauntology and the Scene of Pedagogy" - Paul Bowman, "The Intimate Schoolmaster and the Ignorant Stifu: Postructuralism, Bruce Lee and the Ignorance of Everyday Radical Pedagogy" - L.O. Aranye Fradenburg and Eileen A. Joy, "Unlearning: A Duologue" - Aidan Seery, "After-word(s)"The Pedagogics of Unlearning originated at a conference held at Trinity College, University of Dublin, 6-7 September 2014.

Teaching about the media and popular culture has been a major concern for radical educators. Yet in recent years, the hyperbolic rhetoric of "critical pedagogy" has come under attack, not only from theoretical perspectives such as feminism, anti-racism and postmodernism, but also in The Light Of Actual Classroom Experience. The Notion That Teachers Might "liberate" students through rationalistic forms of ideological critique has been increasingly questioned, not only on the grounds of its political arrogance, but also because of its ineffectiveness in practice. This book seeks to move beyond the limitations of these debates, and to explore positive alternatives. It contains a broad international range of contributions, covering practice from primary schools right through to higher education. The authors draw on diverse perspectives, including poststructuralism, postmodernism, cultural studies, anti-racism and feminism; yet they share a willingness to challenge radical orthodoxies, and to offer positive practical alternatives.