Does this Feel Empowering? Using Métissage to Explore the Effects of Critical Pedagogy

Peer reviewed: 
Yes, item is peer reviewed.
Scholarly level: 
Faculty/Staff
Final version published as: 

Cox, R. D., Dougherty, M., Hampton, S., Neigel, C., & Nickel, K. (2017).  Does this feel empowering? Using métissage to explore the effects of critical pedagogy. International Journal of Critical Pedagogy 8(1), 33-57.

Date created: 
2017-01
Keywords: 
Critical pedagogy
Postsecondary teaching
Métissage
Transformative learning
Abstract: 

The extent to which critical pedagogy disrupts the relations of dominance inside postsecondary classrooms, or empowers students to take socially just action beyond the classroom has been debated and challenged for decades. Through the use of métissage, an interpretive inquiry method that affords collaborative interrogation of individual narrative writings, we five participants in the same critical pedagogy course conducted a post-course inquiry project in order to explore what we had learned through the course. Through this inquiry project, we have come to a deeper understanding of critical pedagogy praxis. Ultimately, what we learned through the use of this inquiry method maintains important implications for postsecondary educators.

Language: 
English
Document type: 
Article
Rights: 
All or part of this article may be reproduced but the International Journal of Critical Pedagogy must be acknowledged. Copyright is held by the International Journal of Critical Pedagogy.
File(s): 
Statistics: