Ellsworth’s “Why Doesn’t This Feel Empowering? Working Through the Repressive Myths of Critical Pedagogy”
“Key assumptions, goals, and pedagogical practices fundamental to the literature on critical pedagogy–namely, ’empowerment,’ ‘student voice,’ ‘dialogue,’ and even the term ‘critical’–are repressive myths that perpetuate relations of domination. By this I mean that when participants in our class attempted to put into practice prescriptions offered in the literature concerning empowerment, student voice, and dialogue, […]