Debating Post-Critical Pedagogy: A Conversation in Letters

On Education Journal for Research and Debate, vol. 3

Abstract

This contribution discusses objections to and concerns with the concept of post-critical pedagogy in general and Wortmann’s introduction to the topic in issue 9 of On Education (Wortmann, 2020) in particular. In the first section, Selma Haupt identifies three main issues as missing in post-critical pedagogy: first, the lack of a concrete notion of what counts as critical pedagogy, second the lack of criteria for what is good in education, and third the lack of connection to established research traditions within education. In the second section, Kai Wortmann responds to these issues, and in the third section, Selma Haupt reflects on her reading of post-critical thinking. While objections remain, she attempts to capture what post-critical pedagogy may mean.

Authors 2

1. Selma Haupt Aachen

   RWTH Aachen University

   Affiliation as printed

   RWTH Aachen University

2. Kai Wortmann

   University of Tübingen

   Affiliation as printed

   University of Tübingen