Journal
POWER AND EDUCATION
Volume 9, Issue 1, Pages 65-81Publisher
SAGE PUBLICATIONS LTD
DOI: 10.1177/1757743817693250
Keywords
Higher education; critical pedagogy; co-operative university; free university; really useful knowledge; trade unions; institutionalisation
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This article approaches the question of how far critical pedagogy can be institutionalised through a series of historical and contemporary examples. Current debates concerned with the co-operative university are examined, as well as histories of independent working-class education and the free university movement. Throughout this history, critical pedagogy has occupied a difficult space in relation to higher education institutions, operating simultaneously against and beyond the academy. The Deweyian concept of 'democratisation' allows the institutionalisation of critical pedagogy to be considered as a process, which has never been and may never be achieved, but is nevertheless an 'end-in-view'. The article concludes by offering the Lucas Plan as a model of radical trade unionism that could be applied to the democratisation of existing universities and the institutionalisation of critical pedagogy.
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