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Stefano Oliverio, Bianca Thoilliez, Post-critical pedagogy: a philosophical and epistemological identikit, Journal of Philosophy of Education, Volume 58, Issue 6, December 2024, Pages 1029–1045, https://doi.org/10.1093/jopedu/qhae076
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Abstract
The aim of this article is to contribute to the outlining of the philosophical and epistemological status of post-critical pedagogy in the light of the body of scholarship (both positive and negative) that has, in the last few years, already grown in relation to this theoretical project. The article invites readers to follow its authors on a stroll in ‘Post-Criticalland’. Moreover, the article raises the question of whether post-critique is a new paradigm or merely a different attitude within the critical tradition. The authors conclude by arguing for a principle of complementarity and for practices of diplomatic negotiation, on the grounds that post-critique should not be construed as dependent on critique but as complementary to it and as deserving a time and space of its own.