Advertisement

Portraits of Place: Critical Pedagogy in the Classroom

  • Sadia Habib
Chapter
Part of the Studies in Childhood and Youth book series (SCY)

Abstract

To explore the politics of place, and to challenge the politics of place, is becoming paramount for young people more than ever before. In this chapter I argue for young people to be offered opportunities within schools to explore what it means to belong to a place, in order to understand the ways in which their politics of (un)belonging is tied up with social categories of class, race and ethnicity. I present young people, residing in Bermondsey, South London, engaging with place-based discourses critically and collaboratively. Through emotive portraits created by young people in Art lessons, interviews with teachers and also with paired students, and extensive questionnaires, critical insights into the significances of everyday place-based racialised and classed belongings were investigated. The young people’s reflections and discussions about the nature of identity and belonging revealed what young people perceive as the pathologisation of their locales and (imagined) communities by wider public, media and political discourses.

References

  1. Antrop-Gonzalez, R. (2006). Toward the school as sanctuary concept in multicultural urban education: Implications for small high school reform. Curriculum Inquiry, 36(3), 273–301.CrossRefGoogle Scholar
  2. Back, L. (1996). New ethnicities and urban culture: Racisms and multiculture in young lives. London: Routledge.Google Scholar
  3. Batsleer, J. R. (2008). Informal learning in youth work. London: Sage.Google Scholar
  4. Booth, E. (2015). Creativity in the arts and arts education. In M. Fleming, L. Bresler, & J. O’toole (Eds.), The Routledge international handbook of the arts and education. Abingdon: Routledge.Google Scholar
  5. Brookfield, S. D. (2009). The concept of critically reflective practice. In A. L. Wilson & E. R. Hayes (Eds.), Handbook of adult and continuing education. San Francisco: Wiley.Google Scholar
  6. Butcher, M., & Harris, A. (2010). Pedestrian crossings: Young people and everyday multiculturalism. Journal of Intercultural Studies, 31(5), 449–453.CrossRefGoogle Scholar
  7. Chilton, G., & Leavy, P. (2014). Arts-based research practice: Merging social research and the creative arts. In P. Leavy (Ed.), The Oxford handbook of qualitative research. Oxford: Oxford University Press.Google Scholar
  8. Cuervo, H., & Wyn, J. (2014). Reflections on the use of spatial and relational metaphors in youth studies. Journal of Youth Studies, 17(7), 901–915.CrossRefGoogle Scholar
  9. Cutts, Q. M. (2013). A critical pedagogy of place. Journal of Curriculum Theorizing, 28(3), 142–150.Google Scholar
  10. Finney, N., & Simpson, L. (2009). ‘Sleepwalking to segregation’?: Challenging myths about race and migration. Bristol: Policy Press.CrossRefGoogle Scholar
  11. Fortier, A.-M. (2008). Multicultural horizons: Diversity and the limits of the civil nation. London and New York: Routledge.CrossRefGoogle Scholar
  12. Freire, P. (2000). Pedagogy of the oppressed. New York: Bloomsbury Publishing.Google Scholar
  13. George, A. (2001). Critical pedagogy: Dreaming of democracy. In G. Tate, A. Rupiper, & K. Schick (Eds.), A guide to composition pedagogies. Oxford: Oxford University Press.Google Scholar
  14. Ghosh, R., & Galczynski, M. (2014). Redefining multicultural education: Inclusion and the right to be different. Toronto: Canadian Scholars’ Press.Google Scholar
  15. Gilroy, P. (2002). There ain’t no black in the Union Jack. Abingdon: Routledge.Google Scholar
  16. Giroux, H. A. (2013). On critical pedagogy. New York and London: Bloomsbury Academic.Google Scholar
  17. Giroux, H. A., & McLaren, P. L. (1989). Introduction: Schooling, cultural politics, and the struggle for democracy. In H. A. Giroux & P. L. McLaren (Eds.), Critical pedagogy, the state and cultural struggle. Albany: State University of New York Press.Google Scholar
  18. Grattan, A. (2009). Segregated Britain: A society in conflict with its ‘radicalised’ youth? Youth & Policy: Focus on Youth Work in Contested Spaces, 102, 35–52.Google Scholar
  19. Gruenewald, D. A. (2003). The best of both worlds: A critical pedagogy of place. Educational Researcher, 32(4), 3–12.CrossRefGoogle Scholar
  20. Guajardo, M., Guajardo, F., & Casaperalta, E. C. (2008). Transformative education: Chronicling a pedagogy for social change. Anthropology & Education Quarterly, 39(1), 3–22.CrossRefGoogle Scholar
  21. Habib, S. (2017). Learning and teaching British values: Policies and perspectives on British identities. Cham: Palgrave Macmillan.Google Scholar
  22. Hall, S. (1996). The question of cultural identity. In S. Hall, D. Held, D. Hubert, & K. Thompson (Eds.), Modernity: An introduction to modern societies. Oxford: Blackwell.Google Scholar
  23. Hall, S. (2000). Old and new identities, old and new ethnicities. In L. Back & J. Solomos (Eds.), Theories of race and racism: A reader. London and New York: Routledge.Google Scholar
  24. Harris, C., Roach, P., Thiara, R., Amory, D., & Yusuf, R. (2003). Emergent citizens? African-Caribbean and Pakistani young people in Birmingham and Bradford. Leicester: The National Youth Agency.Google Scholar
  25. Hayward, K., & Yar, M. (2006). The ‘Chav’ phenomenon: Consumption, media and the construction of a new underclass. Crime, Media, Culture, 2(1), 9–28.CrossRefGoogle Scholar
  26. Herbert, J., & Rodger, R. (2016). Frameworks: Testimony, representation and interpretation. In J. Herbert & R. Rodger (Eds.), Testimonies of the city: Identity, community and change in a contemporary urban world. London and New York: Routledge.CrossRefGoogle Scholar
  27. Hewitt, R. (1986). White talk, black talk: Inter-racial friendship and communication amongst adolescents. Cambridge: Cambridge University Press.Google Scholar
  28. hooks, b. (2010). Teaching critical thinking: Practical wisdom. New York and London: Routledge.Google Scholar
  29. Hopkins, P. E. (2010). Young people, place and identity. Abingdon: Routledge.Google Scholar
  30. Husband, C., Alam, Y., Hüttermann, J., & Fomina, J. (2014). Lived diversities: Space, place and identities in the multi-ethnic city. Bristol: Policy Press.Google Scholar
  31. Jensen, O., Jayaweera, H., & Gidley, B. (2012). Diversity, cohesion and change in two South London neighbourhoods. Concordia Discors final report. London: COMPAS.Google Scholar
  32. Jones, O. (2011). Chavs: The demonization of the working class. London: Verso Books.Google Scholar
  33. Kara, H. (2015). Creative research methods in the social sciences: A practical guide. Bristol: Policy Press.CrossRefGoogle Scholar
  34. Kincheloe, J. L. (2007). Critical pedagogy in the twenty-first century. In P. Mclaren & J. L. Kincheloe (Eds.), Critical pedagogy: Where are we now? New York: Peter Lang.Google Scholar
  35. Le Grand, E. (2013). The ‘Chav’ as folk devil. In J. Petley, C. Critcher, J. Hughes, & A. Rohloff (Eds.), Moral panics in the contemporary world. New York: Bloomsbury Publishing.Google Scholar
  36. Le Grand, E. (2014). Class, community and belonging in a ‘Chav Town’. In P. Watt & P. Smets (Eds.), Mobilities and neighbourhood belonging in cities and suburbs. London: Palgrave Macmillan.Google Scholar
  37. Locality. (2013). Pledging to end racism. Retrieved March 27, 2014, from http://locality.org.uk/blog/pledging-racism/
  38. Mauro, M. K. (1998). The use of art therapy in identity formation. In A. R. Hiscox & A. C. Calisch (Eds.), Tapestry of cultural issues in art therapy. London: Jessica Kingsley Publishers.Google Scholar
  39. Massey, D. (1994). Space, place and gender. Cambridge: Polity Press.Google Scholar
  40. Maylor, U. (2010). Notions of diversity, British identities and citizenship belonging. Race Ethnicity and Education, 13(2), 233–252.CrossRefGoogle Scholar
  41. McDowell, L. (2012). Post-crisis, post-ford and post-gender? Youth identities in an era of austerity. Journal of Youth Studies, 15(5), 573–590.CrossRefGoogle Scholar
  42. McGann, E. P. (2006). Color me beautiful: Racism, identity formation, and art therapy. Journal of Emotional Abuse, 6(2–3), 197–217.CrossRefGoogle Scholar
  43. McNiff, S. (1998). Art-based research. London: Jessica Kingsley.Google Scholar
  44. Phillips, A., & Ganesh, G. (2007). Young people and British identity. Ipsos MORI/Camelot Foundation.Google Scholar
  45. Runnymede. (2014). Bring your community together to defeat racism. Retrieved March 9, 2016, from http://www.end-racism.org/bring-your-community-together-to-defeat-racism/
  46. Said, E. W. (1994). Culture and imperialism. London: Vintage.Google Scholar
  47. Scourfield, J., Dicks, B., Drakeford, M., & Davies, A. (2006). Children, place and identity: Nation and locality in middle childhood. Abingdon: Routledge.CrossRefGoogle Scholar
  48. Shor, I. (1996). When students have power: Negotiating authority in a critical pedagogy. Chicago: University of Chicago Press.CrossRefGoogle Scholar
  49. Sleeter, C. E. (2014). Multiculturalism and education for citizenship in a context of neoliberalism. Intercultural Education, 25(2), 85–94.CrossRefGoogle Scholar
  50. Smyth, J., & McInerney, P. (2007). Teachers in the middle: Reclaiming the Wasteland of the adolescent years of schooling. New York: Peter Lang.Google Scholar
  51. Stahl, G., & Habib, S. (2017). Moving beyond the confines of the local: Working-class students’ conceptualizations of belonging and respectability. Young, 25(3), 1–18.CrossRefGoogle Scholar
  52. Thomas, P. (2011). Youth, multiculturalism and community cohesion. Basingstoke: Palgrave Macmillan.CrossRefGoogle Scholar
  53. Tourinho, I., & Martins, R. (2008). Controversies: Proposals for a visual arts critical pedagogy. In R. Mason & T. Ec̦a (Eds.), International dialogues about visual culture, education and art. Bristol: Intellect.Google Scholar
  54. Twigger-Ross, C. L., & Uzzell, D. L. (1996). Place and identity processes. Journal of Environmental Psychology, 16, 205–220.CrossRefGoogle Scholar
  55. Tyler, I. (2008). Chav Mum Chav Scum. Feminist Media Studies, 8(1), 17–34.CrossRefGoogle Scholar
  56. Tyler, I. (2013). Revolting subjects: Social abjection & resistance in neoliberal Britain. London: Zed Books.Google Scholar
  57. Tyler, I., & Bennett, B. (2010). ‘Celebrity chav’: Fame, femininity and social class. European Journal of Cultural Studies, 13(3), 375–393.CrossRefGoogle Scholar
  58. Ward, M. R. M. (2015). From labouring to learning: Working-class masculinities, education and de-industrialization. Basingstoke: Palgrave Macmillan.CrossRefGoogle Scholar
  59. Ward, M. R. M., Tarrant, A., Terry, G., Robb, M., Featherstone, B., & Ruxton, S. (2017). Doing gender locally: The importance of ‘place’ in understanding young men’s masculinities in the male role model debate. The Sociological Review, 65(4), 797–815.CrossRefGoogle Scholar
  60. Weedon, C. (2004). Identity and culture: Narratives of difference and belonging: Narratives of difference and belonging. Maidenhead: Open University Press.Google Scholar
  61. Wemyss, G. (2009). The invisible empire: White discourse, tolerance and belonging. Farnham: Ashgate.Google Scholar
  62. Wolcott, H. F. (1997). Ethnographic research in education. In R. M. Jaeger (Ed.), Complementary methods for research in education. Washington, DC: American Educational Research Association.Google Scholar

Copyright information

© The Author(s) 2019

Authors and Affiliations

  • Sadia Habib
    • 1
  1. 1.Independent ScholarManchesterUK

Personalised recommendations