DOCSLIB.ORG

Artistic Research Methodology

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Artistic Research Methodology 15 Artistic Research Methodology argues for artistic research as a context-aware and historical ARTISTIC RESEARCHMETHODOLOGY process that works inside-in, beginning and ending with acts committed within an artistic practice. An artistic researcher has three intertwined tasks. First, she needs to develop and perfect her own artistic skills, vision and conceptual thinking. This happens by developing a vocabulary for not only making but also writing and speaking about art. Second, an artistic researcher has to contribute to academia and the “invisible colleges” around the world by proposing an argument in the form of a thesis, a narrative; and in so doing helping to build a community of artistic research and the bodies of knowledge these communities rely on. Third, she must communicate with practicing artists and the larger public, performing what one could call “audience education.” There is no way of being an engaged and committed partner in a community without taking sides, without getting entangled in issues of power. Consequently, the methodology of artistic research has to be responsive both to the require- ments of the practice and the traditions of science. Here the embedded nature of the knowl- edge produced through artistic research becomes evident. Artistic Research Methodology is essential reading for university courses in art, art education, media and social sciences. Mika Hannula (Ph.D., University of Turku, Finland) is a former rector of the Academy of Fine Arts in Helsinki, Finland, and is Professor of Visual Arts at the University of Gothenburg, Swe- den. He curates contemporary art exhibitions across Europe and consults for a contemporary art gallery in Helsinki. VADÉN HANNULA, SUORANTA, Juha Suoranta (Ed.D., University of Tampere, Finland) is Professor of Adult Education at the University of Tampere. Recently he co-edited Havoc of Capitalism (2010) and authored Hidden in Plain Sight (2011). Tere Vadén (Ph.D., University of Tampere, Finland) is a philosopher teaching art education at the Aalto University in Helsinki. He is an editor of the philosophical journal niin & näin, has published articles on the philosophy of mind and language and co-authored the books Artistic Research (2005) and Wikiworld (2010). www.peterlang.com PETER LANG T ABLE OF C ONTENTS Foreword by Juha Varto .................................................................................... vii Preface ................................................................................................................ xi Acknowledgments .............................................................................................. xv Part I - Fail Again, Fail Better 1. Artistic Research Inside-In .............................................................................. 3 2. Basic Formula of Artistic Research ............................................................... 15 3. Back to the Future: Democracy of Experiences, Methodological Abundance and Verbalization ............................................ 20 Part II - Narrative, Power and the Public 4. Face-to-Face, One-to-One: Production of Knowledge in and through Narrative Interviews ...................................................................................... 37 5. Methodology and Power: Commitment as a Method .................................. 52 6. Different Roles of an Artistic Researcher, the Public and the Uses of Sociological Imagination .......................................................................... 69 7. What to Read, How and Why? ..................................................................... 84 Part III - Case Studies of Artistic Research Practices 8. Per Magnus Johansson: What Do You Do When You Do What You Do? ............................................................................................................... 107 9. Wolfgang Krause: A Place for Imagination—Three Projects, One Discussion, Four Annexes .......................................................................... 125 10. Esa Kirkkopelto: “It Is a Matter of Collective Self-Education, Re-Education through Cooperation” ......................................................... 134 11. Mikko Kanninen: Seer/Doer .................................................................... 147 12. Leena Valkeapää: “Recognize the Unique and Stick with It” .................. 153 Conclusion ...................................................................................................... 167 References ....................................................................................................... 171 Foreword Recently, a colleague suggested to me that we should stop talking about the different types of knowing and admit, or even emphatically argue, that in art we are dealing with something that is “otherwise than knowing.” This remark shed light on an issue that was partly clouded and partly lit: why is it important to so many that art remain art, and why are so many interested in doing research that is based on artistic activity and that takes seriously art’s own way of operating, its manifestations and methods of conveying something to others, either through whispers, screams or discussions? If we approach the issue from the point of view of the critique of knowledge, it is certain that the concentration on knowledge according to the programme of the Enlightenment has, to a certain extent, clarified, simplified and crystallised our view of how everything works. At the same time, it has removed from our vision a great number of phenomena, only because they cannot, for some reason, be introduced as objects of knowledge or as their part, as our view of knowledge is exclusive and restrictive. Exclusiveness and restrictiveness are what have given knowledge its special power: claims that cannot be either falsified or proven coherent with something that is certainly known do not qualify as knowledge. We know from music that certain sounds are not in themselves discernible or meaningful, but their absence from among the other sounds would make these sounds dull. This image could be used to challenge the “practical razor” related to knowledge. The discussion maintained by Thomas Kuhn and Paul Feyerabend talked a lot about the beliefs according to which we tend to consider certain things to be necessary, even if we are not able to substantiate them or know about them in the critical sense. Feyerabend wanted to extend this idea to the “sine waves of knowledge”: some of the phenomena that are important to people cannot be turned into knowledge, but they also cannot be left out, because what is known is believed. Otherwise than knowing would mean a more suspicious approach to the critique of knowledge: the crucial phenomena and characteristics may be those that do not fall directly into the focus of knowledge but remain forever on the periphery of knowledge. In the short history of knowledge, we have examples of how phenomena that are considered marginal reveal themselves to be strangely important in situations in which we cannot immediately decide what is important, such as with obvious paradigm shifts. Nothing like this has happened in the last 100 years, so it seems to us that it never has. Yet before viii Foreword the current rule of academic critique, people strove, each according to their needs, to reveal and conceal phenomena that were in themselves out in the open. An obvious and indisputable agent in these operations has been the Church, which has emphasized knowledge according to its doctrine and brutally eliminated the people and phenomena that have not complied with its brand of knowledge. The State is another indisputable agent that has just as brutally forbidden the emergence of phenomena and threatened those who have striven to reveal things. The scholars have created the concept of “culture,” which resembles those of the Church and the State and which, for them, does not mean the cultivation of spirit but an entity that exercises independent and autonomous power and within which all of us exist, in our entirety, and according to which we think, act and struggle. These can only be explained by the “culture” that produced them, which is suspiciously circular. The important message of Thomas Kuhn, Michel Foucault and Paul Feyerabend has been that the representation of knowledge may be more decisive than its accuracy (“truth”). Research always requires a degree of reduction, generalisation, categorisation, naming and prioritisation of phenomena, which means that it is unwillingly doing violence to the richness and diversity of the reality out of which it is picking its phenomena. When the results of research are returned to the world, the way they are represented decides how this reading matches the potential richness and diversity of the reality to which they belong. This is particularly challenging in natural sciences, because it may happen that we do not even immediately realise how misguided the reading is, and, when we do, large-scale errors have already occurred, which is unforgivable. In the human sciences, the disasters following representational misreadings are slowed down by the human reluctance to accept and apply knowledge. Yet it is possible that the conceptual shape of human life changes in a way that is not desirable in the long term, for example, through the practices of subordination, oppression and stigmatisation. For these reasons, it is important that the democracy in research and knowledge becomes a reality. The Internet age has already, within knowledge,
Load more

Recommended publications
  • Transformative Learning Meets Bildung INTERNATIONAL ISSUES in ADULT EDUCATION
    Transformative Learning Meets Bildung INTERNATIONAL ISSUES IN ADULT EDUCATION Volume 21 Series Editor: Peter Mayo, University of Malta, Msida, Malta Editorial Advisory Board: Stephen Brookfield,University of St Thomas, Minnesota, USA Waguida El Bakary, American University in Cairo, Egypt Budd L. Hall, University of Victoria, BC, Canada Astrid Von Kotze, University of Natal, South Africa Alberto Melo, University of the Algarve, Portugal Lidia Puigvert-Mallart, CREA-University of Barcelona, Spain Daniel Schugurensky, Arizona State University, USA Joyce Stalker, University of Waikato, Hamilton, New Zealand/Aotearoa Juha Suoranta, University of Tampere, Finland Scope: This international book series attempts to do justice to adult education as an ever expanding field. It is intended to be internationally inclusive and attract writers and readers from different parts of the world. It also attempts to cover many of the areas that feature prominently in this amorphous field. It is a series that seeks to underline the global dimensions of adult education, covering a whole range of perspectives. In this regard, the series seeks to fill in an international void by providing a book series that complements the many journals, professional and academic, that exist in the area. The scope would be broad enough to comprise such issues as ‘Adult Education in specific regional contexts’, ‘Adult Education in the Arab world’, ‘Participatory Action Research and Adult Education’, ‘Adult Education and Participatory Citizenship’, ‘Adult Education and the World
    [Show full text]
  • Download Download
    Vol. 8, No. 1, Spring, 2017 Review Peter McLaren, (2015) Pedagogy of Insurrection, New York: Peter Lang. 465 pp., Paperback, ISBN 1433128969, £ 20.98. When Stalin and the Politburo of the Communist Party of the Soviet Union saw Shotakovich’s Lady Macbeth at the Moscow Bolshoi Theatre in 1936 they got so upset and finally outraged that the opera was crushed and condemned the next morning in the Party’s official newspaper Pravda. The second blast came a decade or so later in the Zhdanov Resolution, in which the famous composer was accused of rotten formalism. Shostakovich learnt the hard lesson and thereafter composed his symphonies - so to speak - for Stalin and the Politburo. Eventually he was forced to join the Communist Party and pretend to follow its doctrines. Professor Peter McLaren is an opposite to Shostakovich, although he, too, creates textual symphonies with his pen, for he has made his own way and it became his way despite the little Stalins of academia that tried to crush him along his revolutionary journey. For over four decades he has been one of North America’s top figures in the field of critical theory in general and critical pedagogy in particular. He has developed the tradition of critical pedagogy in the belly of the beast and has been an outspoken critic of the state of the capitalist world without limiting his presence to the US debate. Through his works and travels he has created a forceful and influential global voice. One consequence of his work in the global arena has been, especially in the past two decades, that critical pedagogy has gained significant momentum as a key area in educational research and various educational practices around the world.
    [Show full text]
  • Sorrettujen Pedagogiikan Henki on Ohjannut Työtäni
    TEKSTI: JUHA SUORANTA & NINA HJELT KUVAT: KIRJOITTAJIEN ARKISTOT; FLICKR; VASTAPAINO klassikon paluu klassikon Klassikon paluu -sarjassa esitellään teoksia, jotka ovat olleet merkityksellisiä aikuiskasvatuksen tutkijoille ja ammattilaisille opinnoissa, tutkimuksessa ja työssä. Sarjan avaavat Juha Suoranta ja Nina Hjelt esseillään kasvatusfilosofi Paulo Freiresta, joka perusti pedagogiikkansa kriittiseen lukutaitoon. Sorrettujen pedagogiikan henki on ohjannut työtäni BRASILIALAISEN KASVATUSFILOSOFIN ja aikuiskas- vattajan Paulo Freiren (1921–1997) pääteos Sorrettu- jen pedagogiikka julkaistiin vuonna 1968. Se käännet- tiin lukuisille kielille, ja siitä tuli yksi yhteiskuntatietei- den tunnetuimpia teoksia maailmassa (Green 2016). Luin Freiren ajatuksista 1980-luvun lopulla tent- tikirjasta. Siinä Freiren kirjan lähtökohdaksi esitetään ajatus ”ihmisestä subjektina, joka toiminnallaan kehit- Paulo Freire tää kulttuuria ja historiaa” (Eskola 1982, 173). Freiren pääteoksen luin muutamaa vuotta myöhemmin. pystyvät vapautumaan yhteiskunnallisesta ja taloudelli- Kirjassaan Freire kuvaa Brasilian kahtiajakautu- sesta herruudesta ja löytämään suuren humanistisen ja neeksi, sortajien ja sorrettujen yhteiskunnaksi, ja aset- historiallisen tehtävänsä inhimillisen maailman raken- tuu sorrettujen puolelle. Hän esittää teorian, miten tajina. ”Sorrettujen pedagogiikan eli omaan vapaustais- sorretut voivat tiedostaa sortoyhteiskunnan piirteet, teluunsa osallisten ihmisten pedagogiikan juuret ovat vapautua sortajistaan ja vapauttaa samalla sortajansa. juuri
    [Show full text]
  • Bloomsbury Critical Education SERIES EDITOR: Peter Mayo, Department of Arts, Open Communities & Adult Education, University of Malta, Malta
    New series Call for proposals Bloomsbury Critical Education SERIES EDITOR: Peter Mayo, Department of Arts, Open Communities & Adult Education, University of Malta, Malta ADVISORY BOARD: Ravi Kumar (South Asian University, India) Antonia Darder (Loyola Maramount University, USA) Antonia Kupfer (University of Dresden, Germany) Samira Dlimi (École Normale Supérieure, Rabat, Morocco) Peter McLaren (Chapman University, USA) Luiz Armando Gandin (Federal University of Rio Grande Maria Mendel (University of Gdansk, Poland) do Sul, Mexico) Maria Nikolakaki (University of Peloponnese, Greece) José Ramón Flecha García (University of Barcelona, Spain) Juha Suoranta (University of Tampere, Finland) Bloomsbury Critical Education is fundamentally concerned with the relationship between education and power in society, and is committed to publishing volumes containing insights into ways of confronting inequalities and social exclusions in different learning settings and in society at large. Recent and forthcoming titles in the series: Pedagogy, Politics and Philosophy of Peace: Interrogating Peace and Peacemaking, edited by Carmel Borg (University of Malta, Malta) & Michael Grech (University of Malta, Malta) 9781474282796 | hardback | Feb 2017 Critical Human Rights, Citizenship, and Democracy Education: Entanglements and Regenerations, edited by Michalinos Zembylas (Open University of Cyprus, Cyprus) & André Keet (Nelson Mandela University, South Africa) 9781350045620 | hardback | May 2018 The Transformative Power of Hope in Education, edited by Maureen
    [Show full text]
  • Postdigital Dialogue Petar Jandrić
    Postdigital Dialogue Petar Jandrić (Zagreb University of Applied Sciences, Croatia), Thomas Ryberg (Aalborg University, Denmark), Jeremy Knox (Edinburgh University, UK), Nataša Lacković (Lancaster University, UK), Sarah Hayes (Aston University, UK), Juha Suoranta (Tampere University, Finland), Mark Smith (Loughborough University, UK), Anne Steketee (Chapman University, US), Michael Peters (Beijing Normal University, China), Peter McLaren (Chapman University, US), Derek R. Ford (DePauw University, US); Gordon Asher (The University of the West of Scotland, UK), Callum McGregor (Edinburgh University, UK), Georgina Stewart (Auckland University of Technology, New Zealand), Ben Williamson (University of Stirling, UK); Andrew Gibbons (Auckland University of Technology, New Zealand) Introduction (Petar) Dialogue is an exchange of information between people, a linguistic format which supports such exchange, a form of art, a type of inquiry, an approach to pedagogy, a precondition for social change, and much more. In Western philosophical tradition, argues Michael Peters, dialogue comes down to us “through the Platonic dialogues, a kind of dramatization of the dialectics where Socrates in dialogue with another drives the opponent to an elenchus or contradiction. At this point, the game of arguing for the sake of conflict, or eristics, is over.“ (in Jandrić 2017: 30) In the history of Western thought, we can talk of many kinds of dialogue based around the innovations of Nietzsche, Kierkegaard, and Buber (the existential encounter); Heidegger and Gadamer (the hermeneutical model of participants as co-seekers of truth aiming at consensus); the critical dialogue of Habermas (‘the ideal speech situation’ without any form of coercion driven by argumentation alone); Freire’s dialogue as cultural action; Rorty’s conversation based on Gadamer and Oakeshott (‘the conversation of mankind’), Wittgenstein’s and Derrida’s genres of dialogue as forms of speaking to oneself as an interior dialogue; and so on.
    [Show full text]
  • Paulo Freire’S Intellectual Roots
    Paulo Freire’s Intellectual Roots Paulo Freire’s Intellectual Roots Toward Historicity in Praxis Edited by Robert Lake and Tricia Kress LONDON • NEW DELHI • NEW YORK • SYDNEY Bloomsbury Academic An imprint of Bloomsbury Publishing Plc 175 Fifth Avenue 50 Bedford Square New York London NY 10010 WC1B 3DP USA UK www.bloomsbury.com First published 2013 © Robert Lake, Tricia Kress, and contributors 2013 All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or any information storage or retrieval system, without prior permission in writing from the publishers. No responsibility for loss caused to any individual or organization acting on or refraining from action as a result of the material in this publication can be accepted by Bloomsbury Academic or the author. Library of Congress Cataloging-in-Publication Data A catalogue record for this book is available from the Library of Congress. EISBN: 978-1-4411-1380-1 Typeset by Newgen Imaging Systems Pvt, Ltd, Chennai, India CONTENTS Acknowledgments vii Prologue: The Fruit of Freire’s Roots Henry Giroux ix Introduction: Paulo Freire’s Pedagogy: Not Mainly a Teaching Method Stanley Aronowitz 1 1 Contradiction, Consciousness, and Generativity: Hegel’s Roots in Freire’s Work Andy Blunden 11 2 Freire and Marx in Dialogue Tricia Kress and Robert Lake 29 3 The Gramscian Influence Peter Mayo 53 4 Rethinking Freire’s “oppressed”: A “Southern” Route to Habermas’s Communicative Turn and Theory of Deliberative Democracy Raymond Morrow 65 5 Freire, Buber, and Care Ethics on Dialogue in Teaching Nel Noddings 89 vi CONTENTS 6 Converging Self/Other Awareness: Erich Fromm and Paulo Freire on Transcending the Fear of Freedom Robert Lake and Vicki Dagostino 101 7 Liberation Theology and Paulo Freire: On the Side of the Poor William M.
    [Show full text]
  • Is There a Nordic Freire? the Reception History of Freirian Ideas in Finland
    Is There a Nordic Freire? The Reception History of Freirian Ideas in Finland Juha Suoranta Tampere University, Tampere, Finland Tuukka Tomperi Tampere University, Tampere, Finland Abstract World-renowned educational theorist Paulo Freire has a decades-long legacy reaching all corners of the world. In this reception study, we ask, is there a Nordic Freire, that is, have the Nordic educators and scholars recognized Paulo Freire’s works in the past decades? Our reception study’s purpose is not to go into depth to Freire’s thinking but ponder if there is a tradition of “Freirian” research and pedagogy in our Nordic country? Thus, we contribute to the understanding of Freire’s legacy from the Nordic perspective. As an answer, we outline the trajectory of Freire’s reception over the decades. Our historical and empirical analysis is grounded on our prior knowledge of the field and based on a systematic literature review and contemporary informants as our retrospective sources. We systematically searched and reviewed Finnish educational literature from the early 1970s to 2000s using literature databases. Secondly, we applied snowball sampling to find and contact Finnish veteran educational researchers and practitioners of adult education and gathered their autobiographical first-hand reminiscences of Freire’s reception. Even if the direct impact has not been widespread and the proper academic research on Freire emerged belatedly, there have been many significant connections and echoes. Furthermore, we 62 | P a g e Juha Suoranta & Tuukka Tomperi highlight that the Finnish educational system’s renewal since the late 1960s was parallel to the Freirian spirit of educational, social justice.
    [Show full text]
  • Edinburgh Research Explorer
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Edinburgh Research Explorer Edinburgh Research Explorer Postdigital dialogue Citation for published version: Jandric, P, Ryberg, T, Knox, J, Lackovic, N, Hayes, S, Suoranta , J, Smith, M, Steketee, A, Peters, M, McLaren, P, Ford, D, Asher, G, Mcgregor, C, Stewart, G, Williamson, B & Gibbons, A 2018, 'Postdigital dialogue', Postdigital Science and Education, pp. 1-27. https://doi.org/10.1007/s42438-018-0011-x Digital Object Identifier (DOI): 10.1007/s42438-018-0011-x Link: Link to publication record in Edinburgh Research Explorer Document Version: Peer reviewed version Published In: Postdigital Science and Education Publisher Rights Statement: This is a post-peer-review, pre-copyedit version of an article published in Postdigital Science and Education. The final authenticated version is available online at: https://link.springer.com/article/10.1007/s42438-018-0011-x General rights Copyright for the publications made accessible via the Edinburgh Research Explorer is retained by the author(s) and / or other copyright owners and it is a condition of accessing these publications that users recognise and abide by the legal requirements associated with these rights. Take down policy The University of Edinburgh has made every reasonable effort to ensure that Edinburgh Research Explorer content complies with UK legislation. If you believe that the public display of this file breaches copyright please contact [email protected] providing details, and we
    [Show full text]
  • Kriittisen Pedagogiikan Kysymyksiä 3
    Kriittisen pedagogiikan kysymyksiä 3 Olli-Pekka Moisio ja Juha Suoranta (toim.) Kriittisen pedagogiikan kysymyksiä 3 Tampere 2009 Copyleft 2009 Kustantaja: Tampereen yliopiston kasvatustieteiden laitos Paulo Freire Research Center–Finland http://paulofreirefinland.org Taitettu OpenOffice.org -ohjelmistolla http://fi.openoffice.org/ Teokseen viitataan seuraavasti: Moisio, Olli-Pekka & Suoranta, Juha (toim.) (2009). Kriittisen pedagogiikan kysymyksiä 3. Tampere: Tampereen yliopiston kasvatustieteiden laitos. ISBN (pdf) 978-951-44-7900-7 ISBN (painettu) 978-951-44-7899-4 Painopaikka: Tampere, Juvenes Print 2009 Sisällys Juha Suoranta ja Olli-Pekka Moisio Ensimmäinen vuosikymmen 9 1. Inga Rikandi Pianon vapaan säestyksen pedagogiikka perinteisen soitonopetuksen haastajana 27 2. Johanna Sitomaniemi-San Kriittisen monikulttuurisuuskasva- tuksen näkökulmia opettajuuteen ja opettajankoulutukseen 41 3. Päivi Kujamäki Opetussuunnitelman aihekokonaisuudet ja opetuksen eheyttäminen 61 4. Anna-Maria Nurmi Yhteisöllisyyttä tavoittamassa – hiphop-tanssin mahdollisuudet nykypäivän koulussa 91 5. Matti Taneli Radikaali paha (koulu)maailmassa – Kantin ja Arendtin näkemysten vertailua 105 6. Lissu Lehtimaja Levinasin toinen ruuduissa 127 7. Juha Suoranta Wikioppiminen ja radikaali tasa-arvo 139 8. Olli-Pekka Moisio Kriittisen pedagogiikan tragediasta 167 Kirjoittajat 187 Ensimmäinen vuosikymmen Juha Suoranta & Olli-Pekka Moisio ”Ensimmäinen vuosikymmen” Suomessa kriittisen pedagogiikan tutkimus alkoi 1990-luvun lopulla ja 2000-luvun ensimmäinen vuosikymmen
    [Show full text]
  • Lecture As an Event in Postdigital Education: a Dyadic Teaching Diary
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Trepo - Institutional Repository of Tampere University Postdigital Science and Education https://doi.org/10.1007/s42438-020-00104-9 ORIGINAL ARTICLES Open Access Lecture as an Event in Postdigital Education: a Dyadic Teaching Diary Olli Pyyhtinen1 & Juha Suoranta1 # The Author(s) 2020 Abstract In this experimental text, we reflect in the form of a dyadic teaching diary upon a course we recently taught together on the ‘sociological imagination’. One of the main aims we set for the class was to ponder how the social scientific imagination could be enriched, and figure out ways to stress its social and political relevance. From the pedagogical point of view, we wanted to create a course which would disrupt the students’ oft- criticized routine of rote-learning, and in which they would learn to use digital platforms for the purpose of producing and sharing knowledge, meet each other, and have their social scientific thinking refreshed and perhaps even renewed. In pondering the weeks spent together with our students, we suggest that what gradually happened in our ‘postdigital classroom’ and outside of it was an Event—something surprising and unexpected that could not be controlled entirely. Keywords Teaching . Postdigital education . Teaching diary. Flipped classroom . Postdigital event . Sociological imagination CLOV (wearily): Same answer. (Pause.) You’ve asked me these questions millions of times. HAMM: I love the old questions. (With fervour.) Ah the old questions, the old answers, there’s nothing like them! Samuel Beckett, Endgame (1957) * Olli Pyyhtinen [email protected] 1 Faculty of Social Sciences, Tampere University, Tampere, Finland Postdigital Science and Education Introduction: Mixing the Dyad This is an experimental text, a duoethnography (see Norris et al.
    [Show full text]
  • The Silenced Students: Student Resistance in A
    CSCXXX10.1177/1532708617706119Cultural Studies <span class="symbol" cstyle="symbol">↔</span> Critical MethodologiesSuoranta and FitzSimmons 706119research-article2017 Article Cultural Studies ↔ Critical Methodologies 1 –9 The Silenced Students: Student © 2017 SAGE Publications Reprints and permissions: sagepub.com/journalsPermissions.nav Resistance in a Corporatized University DOI:https://doi.org/10.1177/1532708617706119 10.1177/1532708617706119 journals.sagepub.com/home/csc Juha Suoranta1 and Robert FitzSimmons2 Abstract A silenced student merely receives pedagogical messages, consumes educational goods, and is supposed to obey taken-for- granted orders of the university. In this article, we illustrate how silencing happens as a consequence of a structural change in the balance of power between the Finnish government and the universities. The universities try to play safe due to the increased directive power of the government. This has had effects on how universities define the roles of students: In the changed conditions, the universities see students as clients whose purpose is to study and graduate, but not to revolt or act as political beings. Keywords higher education, student protest, activism, education cuts, critical performance pedagogy Introduction In this article, we describe the students’ resistance to the education cuts by the Finnish government, analyze the uni- These may be dark times, as Hannah Arendt once warned, but versity administration’s response to the resistance, and take they don’t have to be, and that raises serious questions about what educators are going to do within the current historical four viewpoints to understand the relation between stu- climate to make sure that they do not succumb to the dents’ resistance and the administration’s reactions in the authoritarian forces circling the university, waiting for the context of a corporatized university.
    [Show full text]
  • Critical Pedagogy As Collective Social Expertise in Higher Education Juha
    International Journal of Progressive Education, Vol. 2 No. 3, October 2006 47 Critical Pedagogy as Collective Social Expertise in Higher Education Juha Suoranta, Ph.D. University of Tampere, Finland Olli-Pekka Moisio, Ph.D. University of Jyväskylä, Finland Abstract In this article, dedicated to the revolutionary educational work of Peter McLaren, we will deal with the question of practical teaching methods in higher education from the point of view of critical pedagogy. We argue that nowadays teaching and learning in educational and social sciences are too often meaningless from the point of view of critical collective learning. Thus the central task in critical pedagogy, and in reform of higher education, is to understand the oppressive aspects of present college life and overall society in order to generate pedagogical, individual and societal transformation while developing pedagogical strategies and study methods that work toward the elimination of various forms of subordination based on class, gender, race and sexual orientation, and strengthen students’ possibilities for genuine collective learning while empowering them to fight against inequalities in the world. Our reflections stem from our academic life and teaching experiences both in Finland and the U.S. We suggest that in order to teach critically, educators need to use more collaborative and collective teaching and learning methods. Thus the idea of collective social expertise becomes a core aim of teaching in the context of critical pedagogy. International Journal of Progressive
    [Show full text]