Henry Giroux: The Necessity of Critical Pedagogy in Dark Times

Wednesday, 06 February 2013 00:00By Jose Maria Barroso Tristan, Global Education Magazine |

Interview

José María Barroso Tristán: You're considered as the father of a critical pedagogy. What is critical pedagogy for you? Henry Giroux: Actually, I am not the father of critical pedagogy. While I may have played a prominent role in its development, critical pedagogy emerged out of long series of educational struggles that extend from the work of Paulo Freire in Brazil to the work on critical pedagogy advanced by myself and Roger Simon, David Livingstone, and later Joe Kincheloe in the 1970s and 1980s. Critical pedagogy is a movement and an ongoing struggle taking place in a number of different social formations and places. To argue that there is such a thing as ―the father of critical pedagogy‖ devalues those struggles and the collective efforts that have been made to develop and build upon the diverse archives that make up critical pedagogy in all of its different formations. As Roger Simon once pointed out, the attempt to define a set of ―founding fathers‖ for critical pedagogy suggests that ―an authentic version could somehow be found in a patriarchal vanishing point.‖ First, I think it is best to think of critical pedagogy as an ongoing project instead of a fixed set of references or prescriptive set of practices–put bluntly, it is not a method. One way of thinking about critical pedagogy in these terms is to think of it as both a way of understanding education as well as a way of highlighting the performative nature of agency as an act of participating in shaping the world in which we live. But I think the best place to begin to answer this question is to recognize the distinction between a conservative notion of teaching and the more progressive meaning of critical pedagogy. Teaching for many conservatives is often treated simply as a set of strategies and skills to use in order to teach prespecified subject matter. In this context, teaching becomes synonymous with a method, technique, or the practice of a craft—like skill training. On the other hand, critical pedagogy must be seen as a political and moral project and not a technique. Pedagogy is always political because it is connected to the acquisition of agency. As a political project,
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It is the outcome of particular struggles and is always related to the specificity of particular contexts. politics and knowledge connect in creating the conditions for the production of knowledge. Finally. and the diverse experiences and identities they inhabit. it draws attention to the fact that pedagogy is a deliberate attempt on the part of educators to influence how and what knowledge and subjectivities are produced within particular sets of social relations.critical pedagogy illuminates the relationships among knowledge. identities. that is. and social relations in both the school and the classroom. the histories that students bring with them to the classroom. available resources. identities. it is concerned with teaching students how not only to think but to come to grips with a sense of individual and social responsibility. While power is never uniform either in its constellations or effects. Most importantly. authority. and skills. Who. and authority are constructed within particular sets of social relations. Ethically. JMBT: You note that critical pedagogy ―…draws attention to questions concerning who has control over the conditions for the production of knowledge. values. values. At the current 2 . Similarly. and what it means to be responsible for one’s actions as part of a broader attempt to be an engaged citizen who can expand and deepen the possibilities of democratic public life. in what direction should one desire. it is true that within particular historical formations some modes of power dominate over others and often constrain the types of struggles and modes of governance involved in decisions regarding what counts as knowledge. and skills. it takes seriously what it means to understand the relationship between how we learn and how we act as individual and social agents. students. and authority are constructed within particular sets of social relations‖. and it illuminates how knowledge. communities. critical pedagogy stresses the importance of understanding what actually happens in classrooms and other educational settings by raising questions regarding what knowledge is of most worth. actually. and what it means to know something. and power. values. It draws attention to questions concerning who has control over the conditions for the production of knowledge. has control over the production of knowledge? HG: What this questions registers is how do power. and it illuminates how knowledge. subjectivities. what has to be acknowledged is that critical pedagogy is not about an a priori method that simply can be applied regardless of context.

The production of knowledge at the heart of this market driven regime is a form of instrumental rationality that quantifies all forms of meaning. Freedom is no longer about equality. dehistoricizes memory.moment. The organizational structures that make such knowledge possible enact serious costs on any viable notion of critical education and critical pedagogy. In effect. and students are treated reductively as both consumers and workers. and major corporate elites. Teachers are deskilled. Everyone is now a customer or client. financial capital. largely reduced to teaching for the test. Free market fundamentalists now wage a full-fledged attack on the social contract. Within neoliberal ideology. wedded to objective outcomes. Can you further explain the meaning of ―Teachers are deskilled‖? HG: Since the 1980s. and commodities. JMBT: Your opinion on an actual teacher´s development is very interesting. knowledge is viewed as a commodity. and substitutes training for education while reducing the obligations of citizenship to the act of consuming. and knowledge taught in colleges of education as well as in public schools and university classrooms. and is largely geared to produce consuming subjects. and those public spheres not yet defined by commercial interests. the welfare state. Market fundamentalism that not only trivializes democratic values and public concerns. religious fundamentalists. pedagogy. cost-effective terms. right wing and conservative educational theorists have both attacked colleges of education and called for alternative routes to teacher certification. the market becomes the template for organizing the rest of society. 3 . Knowledge is the new privileged form of capital and at least in the schools is increasing coming under the control of policies set by the ultra-rich. an all-embracing quest for profits. privatizes social relations. privatized. but about the trade in goods. and a social Darwinism in which misfortune is seen as a weakness and a Hobbesian ―war of all against all‖ replaces any vestige of shared responsibilities or compassion for others. any notion of the common good. it is fair to say that the dominant mode of power shaping what counts as knowledge takes its cue from what can be called neoliberalism or what can be called unfettered free-market capitalism. seeking to gut the critical nature of theory. The production of knowledge in schools today is instrumental. social justice. or the public welfare. They have emphasized the practical and experiential. but also enshrines a rabid individualism. business culture organizes the governance structures of schooling. and every relationship is ultimately judged in bottom-line.

advocates of these measures do more than oversimplify complex issues. In addition.‖ such a pedagogy produces the swindle of ―blaming inequalities on individuals and groups with low test scores. Reducing pedagogy to the teaching of methods and data-driven performance indicators that allegedly measure scholastic ability and improve student achievement is nothing short of scandalous. the great sin teachers colleges have committed in the past few decades is that they have focused too much on theory and not enough on clinical practice—and by ―theory. and political contexts. if not classrooms in general. which is code for pedagogical methods that are as anti-intellectual as they are politically conservative.‖ they mean critical pedagogy and other theories that enable prospective teachers to situate school knowledge. this technocratic agenda also removes the classroom from larger social. According to conservatives.‖ The conservative call for practicality must be understood as an attempt to sabotage the forms of teacher and student self-reflection required for a quality education. political. and economic forces. Rather than provide the best means for confronting ―difficult truths about the inequality of America’s political economy. economic. Teachers are no longer asked to be creative. Conservatives want public schools and colleges to focus on ―practical‖ methods in order to prepare teachers for an ―outcome-based‖ education system. cultural. or to be creative. This is a pedagogy useful for creating armies of number crunchers and for downgrading teachers to supervising the administration of standardized tests. they have been reduced to the keeper of methods. and modes of governance within wider historical. practices. but not much more. while promoting narrowly defined skills and practices is a precursor to positioning teachers as a subaltern class that believes the only purpose of education is to train students to compete successfully in a global economy. while offering anti-intellectual and ethically debased technical and punitive solutions to school and classroom problems. implementers of an audit culture. all the while providing an excuse for a prolonged moral coma and flight from responsibility.there is an attempt to deskill teaches by removing matters of conception from implementation. social. On the contrary. and removed from assuming autonomy in their classrooms. to think critically. More crucially. The model of teaching being celebrated here is one in which teachers are constructed as clerks and technicians who have no 4 . By espousing empirically based standards as a fix for educational problems. the insistence on banishing theory from teacher education programs.

Drew Gilpin Faust.S. the current president of Harvard University. which we share. Are school texts edited by corporate enterprise promoting the dissociation between teachers and the reality of society? HG: In authoritarian societies. how it is distributed. But in neoliberal societies. Unlike perhaps any other institutions in the world. major corporations have a huge impact on what gets published. there are enormous profits to be made. especially the public schools. In the U. and critical memory work. and circulation is generally in the hands of the government. conformity. is right in insisting that ―even as we as a nation have embraced education as critical to economic growth and opportunity. Conservatives. we should remember that [public schools]. or what might be termed traditional modes of political sovereignty. teachers. especially religious fundamentalists also exercise an enormous influence over what text will be distributed in schools and have a significant impact on corporate controlled book publishing because if such texts are adopted for classroom use. and standardized texts and teacher proof text books and it becomes clear that such books are also an attack on the autonomy and creativity of teachers. historical analyses. and exercises an enormous influence over what type of knowledge is legitimated. of technocratic teacher development that fails to recognize the individual processes for each student and situation. control over the production. sovereignty is often in the hands of major corporations that now have power over not only the production of knowledge but also over the implementation of policies that bear down on matters of life and death. In authoritarian societies the logic of routine. Dialogue disappears from such 5 . and standardization eliminates the need for critical thinking. The end result of this controlling regime of finance capital and religious and conservative fundamentalism is an all-out cleansing of critical thinking from most educational books now being used in the schools. standardized knowledge. they embrace the long view and nurture the kind of critical perspectives that look far beyond the present. Add to this the push for standardized testing.need for a public vision in which to imagine the democratic role and social responsibility that schools. This extends to critical thinking and is inclusive of education as a human right. colleges and universities are about a great deal more than measurable utility. distribution. or pedagogy might assume for the world and the future they offer to young people.‖ JMBT: There is considerable criticism. living and surviving.

Education as a democratic project always presupposes a vision of the future in its introduction to. JMBT: What are the first steps for education based on a respect for human rights. and social relations are always implicated in power. and other commercial sites. and legitimation of particular forms of social life. a concern for others. govern. cell phones. the Internet. And the pedagogy that promotes these values and produces this subject is authoritarian and ruthless in its production of savage economic relations. but also how knowledge. At stake here is the creation of a human being that views him or herself as a commodity. At the same time. JMBT: In your opinion. education has been refigured both ideologically and structurally. values. a particular view of the present and future. and struggle for a radical democracy. This is a human being without ethics. identities. It is 6 . preparation for. The educational force of the wider culture is now the primary site where education takes place. freedom. newspapers. Another task would be to recognize how education and pedagogy are connected to and implicated in the production not only of specific agents. and indifferent to human suffering. autonomous. and largely free from any social obligations. and deregulation. a culture of cruelty. and social relations produced and legitimated in these sites are driven by the imperatives of commodification. and a philanthropic vision? HG: The first step would be to see education as a crucial foundation for creating the agents necessary to live in. what I have called public pedagogy—modes of education largely produced. One could say that capitalist culture has produced a predatory culture of control and cruelty that promotes vast forms of suffering and repression and it does this increasingly through cultural apparatuses that promote widespread symbolic violence. and its deformation of democratic social bonds. privatization. the knowledge. Ideologically. cable TV.texts and teachers are reduced to mere clerks teaching what is misrepresented as objective facts. has education been devalued in mass-media and the capitalist-culture? HG: The role of democratic education has been devalued in favor of a pedagogy of commodification and repression. television programs. shopper. consuming. values and desires. mediated. and circulated through a range of educational spheres extending from the new media and old broadcast media to films.

and civic courage necessary to imbue young people with the knowledge and skills needed to enable them to be engaged critical citizens willing to fight for a sustainable and just society.utopian in its goal of expanding and deepening the ideological and material conditions that make a democracy possible. and share with each other our thoughts and strategies for change and social and economic justice. Henry A. Do you have any advice for us in these missions? HG: First. connect. Second. 7 . We need a new language for understanding new global power formations as well as new international modes of politics to fight them. Our struggles cannot be separated and we must open up as many channels of communication as possible to talk. artists. do you have any additional comments for our readers? HG: I just want to thank you for giving me an opportunity to speak to such an informed and critical audience. Giroux is amember of Truthout's Board of Directors. education produces the modes of literacy. critique. it must be acknowledged that such inequalities undermine every aspect of democratization and that education plays a crucial role in any viable politics willing to confront such global inequities. As a moral and political practice. and other educators who can fashion new tools and social movements in the fight against the current anti-democratic threats being imposed all over the globe in the name of austerity and market driven values. JMBT: Global Education Magazine promotes an educationally-conscious social reality and strives to eliminate the tremendous inequalities in the world. Power is global and politics is local. That must change. sense of social responsibility. cultural workers. JMBT: Thank you very much Henry. Finally. we need a language that is both critical and hopeful. Social movements must move outside of national boundaries and join with others across the globe to fight the savagery of neoliberal global politics and central to such a task is the work of intellectuals. the problems facing us today are global and not merely local. a language of critique and possibility. JMBT: And finally.

http://truth-out.org/news/item/14331-a-critical-interview-with-henry-giroux 8 .

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