Abstract
This chapter analyses the intersection between critical pedagogy in the context of learning, in which the power differential between teachers and learners is brought to the fore, student voice and a rights-respecting curriculum, with its focus on respect for the worth of the individual and the entitlement of the student to exercise influence over her or his own learning. Such an intersection is fundamental to the effective and meaningful promotion of student voice in relation to curriculum and pedagogy. Having established such an intersection, the chapter proceeds to examine some implications of a rights-respecting curriculum for the prevalence of globalised neoliberal discourses that prevail in contemporary education, in which performativity and individual responsibilisation may effectually serve to repress the rights of learners to exercise influence over their own learning.
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Hyde, B. (2021). Critical Pedagogy and Rights-Respecting Curriculum: Their Intersection and Implications for Globalised Neoliberal Discourse in Education. In: Zajda, J. (eds) Third International Handbook of Globalisation, Education and Policy Research. Springer, Cham. https://doi.org/10.1007/978-3-030-66003-1_54
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