Critical Pedagogy and the Covid-19 Pandemic : Keeping Communities Together in Times of Crisis

Written by leading scholars and activists from Canada, Germany, Malta, Norway, Turkey and the USA, this book offers international perspectives on critical pedagogy during the Covid-19 pandemic. It examines the social and political impact of the pandemic on education, and explores how the creation of digital communities has become indispensable in maintaining connectivity and building networks. Including contributions from Michael W. Apple, Antonia Darder, Henry A. Giroux, Peter Mayo, Peter McLaren, Wayne Ross and Ira Shor, this volume examines critical issues, controversies of education, and social and political problems that have been exacerbated by the pandemic. The chapters call for constructive critical consciousness and a commitment to social justice, addressing current issues, including Black Lives Matter, racism, poverty, social and gender inequality, women’s rights and teachers’ isolation during the pandemic. In part I, the authors address these issues through the lenses of neoliberalism, neo-conservatism, rightist ideology and capitalism. Parts II and III of the volume offer inclusive perspectives, personal accounts and regional outlooks on these issues, and assess their influence on society and education during the Covid-19 pandemic. Cover Halftitle page Series page Title page Copyright page Dedication CONTENTS FIGURES CONTRIBUTORS ACKNOWLEDGEMENTS INTRODUCTION: CONSTRUCTING COMMUNITIES OF CRITICAL PEDAGOGY IN TIMES OF CRISIS GLOBAL THURSDAY TALKS Organization of the book References Part I NEW CULTURAL AND SOCIAL AGENDAS OF TOTALITARIAN REGIMES AND THEIR INFLUENCE ON EDUCATION IN THE TIME OF THE COVID-19 PANDEMIC Chapter 1 AN INTERVIEW WITH HENRY A. GIROUX: CULTURAL STUDIES AND PANDEMIC PEDAGOGY1 Chapter 2 RADICAL AND HOPEFUL DISCUSSIONS ABOUT TIMES OF BRUTAL CONSERVATISM: PATHS OF FIGHT AND TRANSFORMATION IN THE LIGHT OF PAULO FREIRE1 What needs to be done References Chapter 3 CRITICAL ANALYSIS AND THE COVID-19 CRISIS: AN INTERVIEW WITH MICHAEL W. APPLE1 References Chapter 4 HIGHER EDUCATION IN THE TIME OF CORONA1 Introduction Phantom city? University, middle-class jobs and the class/ethnic divide All into proper perspective Standard corona response Consumer product or public good? Covid-19 and neoliberalism References Chapter 5 FREIRE AND A REVOLUTIONARY PRAXIS OF THE BODY: COUNTERING THE ONE-DIMENSIONALITY OF BANKING EDUCATION One-dimensionality of banking education The politics of the body The estrangement of the body Toward a revolutionary praxis of the body The body as an ethical terrain of struggle References Chapter 6 A DIALOGUE WITH E. WAYNE ROSS ON: A CRISIS WITHIN A CRISIS TEACHING, LEARNING AND DEMOCRACY UNDER NEOLIBERALISM DURING THE PANDEMIC1 References Chapter 7 PAULO FREIRE AT 100, STILL INSPIRING: AN INTERVIEW WITH IRA SHOR1 Part II FROM GEOGRAPHICAL PEDAGOGIES TO UNIVERSAL MOMENTS: THE UNITED STATES, MEXICO, TURKEY, GERMANY AND NORWAY IN THE PANDEMIC Chapter 8 RACE, PLAGUE AND RESISTANCE Preface: Dewey’s dream Introduction Writing or organizing? Refuge Murdoch’s Fox For the teacher Simit Be safe Reading The Reading Girl Postscript: You can’t live without hope Acknowledgements Chapter 9 LIV MJELDE IN CONVERSATION WITH FATMA MIZIKACI AND EDA ATA A PEDAGOGY OF QUESTIONING: VOCATIONAL LEARNING THE ART OF REFLECTIVE CURIOSITY The social division of knowledge References Chapter 10 BETWEEN BILDUNG AND ERZIEHUNG: MASS EDUCATION DURING THE PANDEMIC Introduction Erziehung versus Bildung Erziehung Bildung Political Bildung in (West) Germany Mass education, Phase I: A means against the pandemic Contact ban and mass education Educational sanctions Non-directive education Educators’ disagreement The fatal success of pandemic containment Mass education, Phase II: Authoritarian relationship, risk areas and collective sanctions Superspreader Risk areas and collective sanctions The emergence of co-educators Mass education, Phase III: The end of Erziehung? Some critical reflections on mass education in the corona pandemic References Chapter 11 THE AGENDA OF CRITICAL PEDAGOGY DURING THE COVID-19 PANDEMIC IN TURKEY States, schools and rising authoritarianism Education in the distance Monopoly capitalists in the lead Public education: Religionized The way forward Part III CRITICAL REFLECTIONS AND MOBILIZATION: CONSTRUCTING DIGITAL COMMUNITIES Chapter 12 TRANSFORMATIVE POWER OF DIGITAL COMMUNITIES: A CRITICAL EDUCATOR’S PERSPECTIVE Critical student becoming critical educator: Digital spaces before and during the pandemic Hope as a sustainable asset: Where to from here? References Chapter 13 GROUNDING CRITICAL EDUCATORS’ LIVES ON SOLIDARITY, COMMUNITY AND FRIENDSHIP Chapter 14 COMING TO TERMS WITH THE COVID-19 PANDEMIC: PERCEPTIONS OF A LANGUAGE TEACHER References Chapter 15 RETHINKING SOCIAL TRANSFORMATION FROM INFORMAL LEARNING TO POLITICAL LEARNING IN THE COVID-19 PANDEMIC Introduction Informal learning in the Covid-19 outbreak Political learning in the Covid-19 outbreak Conclusion References Chapter 16 CRITICAL PEDAGOGY CONFRONTS TECHNOLOGY: RESPONSES TO THE CHALLENGES OF THE NEW EDUCATION REALITY DURING THE PANDEMIC Introduction Critical pedagogy on technology The new education reality ‘Education 4.0’ and expectations Critical pedagogy: Responses to the challenge Critical pedagogy’s perspective on the use of technology in education Increasing knowledge by technicalization Four pandemic-originated challenges Conclusion References Chapter 17 CULTURAL RESISTANCE OF CRITICAL PEDAGOGY IN THE AGE OF AUTHORITARIAN POPULISM Cultural attitude in critical pedagogy A recipe I got from critical pedagogy Conclusion References Chapter 18 REDISCOVERING TEACHER VOICE IN HIGHER EDUCATION IN THE MIDDLE OF THE COVID-19 PANDEMIC References Chapter 19 MOVING FORWARD Where are we now? Where are we going? References INDEX