Critical Study of the Concept of Public Identity as Manifested in Postmodernist Versions of Critical Pedagogy
Critical pedagogy, Multi-cultural Education, Postmodern Education, Pedagogy of Identity
Article in Response to Controversy
The article seeks to highlight the fundamental weaknesses of the postmodern concept of Public identity as it appears in critical pedagogy. Although these versions of critical pedagogy present their goals in the positive terms of achieving freedom and liberation from oppression, they tend to disregard the complex dialectical nature of identity and its positive aspects. I claim that such concepts fail to grasp the concrete nature of identity by not acknowledging the immanent tensions between the individual and the collective and between liberation and empowerment. I argue that these postmodern stances lead to suppression of identity and the reduction of humanity. Through its critical examination, this article hopes to re-establish the dialectical nature of concrete identity and its importance for critical pedagogy.
"Critical Study of the Concept of Public Identity as Manifested in Postmodernist Versions of Critical Pedagogy,"
Journal of Educational Controversy: Vol. 8:
1, Article 5.
Available at: https://cedar.wwu.edu/jec/vol8/iss1/5
Subjects - Topical (LCSH)
Critical pedagogy--United States; Multicultural education--United States; Postmodernism and education; Identity