Working with critical reflective pedagogies at a moment of post-truth populist authoritarianism

Charlotte Morris*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

20 Downloads (Pure)

Abstract

This paper considers critical reflection as a pedagogical strategy in UK higher education at a moment of an amplification of populist, reactionary discourses. It draws on written reflections of foundation-level students in a case study cohort and offers insights into their lived learning experiences and perceptions of the value of reflection. This is situated within the UK ‘Brexit’ context, alongside a proliferation of far-right populist voices, emboldened supremacies and rising fascism. Accompanying this has been a normalisation of reactionary ‘anti-social justice’ discourses. It is vital that HE practitioners recognise, pre-empt and interrupt such discourses, developing pedagogies and curricula in response. Yet there are inherent challenges in a climate of ‘post-truth’ anti-intellectualism. This paper argues that critical reflection contributes a useful approach to learning, fostering development of students’ personal, intellectual and political capacities to navigate this complex socio-political terrain and engage with social justice.

Original languageEnglish
Number of pages18
JournalTeaching in Higher Education
Early online date14 Aug 2021
DOIs
Publication statusEarly online - 14 Aug 2021

Keywords

  • critical
  • higher education
  • pedagogy
  • post-truth
  • reflection

Fingerprint

Dive into the research topics of 'Working with critical reflective pedagogies at a moment of post-truth populist authoritarianism'. Together they form a unique fingerprint.

Cite this