Working with critical reflective pedagogies at a moment of post-truth populist authoritarianism

7Citations
Citations of this article
33Readers
Mendeley users who have this article in their library.

This article is free to access.

Abstract

This paper considers critical reflection as a pedagogical strategy in UK higher education at a moment of an amplification of populist, reactionary discourses. It draws on written reflections of foundation-level students in a case study cohort and offers insights into their lived learning experiences and perceptions of the value of reflection. This is situated within the UK ‘Brexit’ context, alongside a proliferation of far-right populist voices, emboldened supremacies and rising fascism. Accompanying this has been a normalisation of reactionary ‘anti-social justice’ discourses. It is vital that HE practitioners recognise, pre-empt and interrupt such discourses, developing pedagogies and curricula in response. Yet there are inherent challenges in a climate of ‘post-truth’ anti-intellectualism. This paper argues that critical reflection contributes a useful approach to learning, fostering development of students’ personal, intellectual and political capacities to navigate this complex socio-political terrain and engage with social justice.

Cite

CITATION STYLE

APA

Morris, C. (2024). Working with critical reflective pedagogies at a moment of post-truth populist authoritarianism. Teaching in Higher Education, 29(1), 93–110. https://doi.org/10.1080/13562517.2021.1965568

Register to see more suggestions

Mendeley helps you to discover research relevant for your work.

Already have an account?

Save time finding and organizing research with Mendeley

Sign up for free