Skip to main content
SpringerLink
Log in

Students and Teachers Need Critical Pedagogy

  • Chapter
  • First Online:
Learning and Teaching British Values

  • 439 Accesses

Abstract

This chapter builds upon the last chapter by revealing that when students are encouraged to be creative and responsible in how they approach the exploration of Britishness, this helps young people who are grappling with defining the self and contesting imposed classed and racialised labels. In this chapter, I present students who are increasingly becoming confident in expressing their identities and owning their knowledge. I stress that the association of Britishness with Whiteness in students’ discourses necessitates the examination of race and racism in multicultural Britain. This chapter also demonstrates the benefits of healing and therapeutic pedagogies. The creative journey the students undertook with energy and zeal resulted in astounding artistic and verbal expressions on the importance of identity issues.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 44.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 59.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 59.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Ajegbo, K., D. Kiwan, and S. Sharma. 2007. Diversity and Citizenship: Curriculum Review. London: Department for Education and Skills.

    Google Scholar 

  • Allahar, A. 2006. The Social Construction of Primordial Identities. In Identity and Belonging: Rethinking Race and Ethnicity in Canadian Society, ed. B.S. Bolaria and S.P. Hier. Toronto: Canadian Scholars’ Press.

    Google Scholar 

  • Anderson, B. 2006. Imagined Communities: Reflections on the Origin and Spread of Nationalism. London: Verso.

    Google Scholar 

  • Anderson, B. 2012. Introduction. In Mapping the Nation, ed. G. Balakrishnan. London: Verso Books.

    Google Scholar 

  • Arnot, M., and L. Barton. 1992. Introduction. In Voicing Concerns: Sociological Perspectives on Contemporary Education Reforms, ed. M. Arnot and L. Barton. Wallingford: Triangle Books.

    Google Scholar 

  • Back, L. 1996. New Ethnicities and Urban Culture: Racisms and Multiculture in Young Lives. London: Routledge.

    Google Scholar 

  • Baron Cohen, D., and M. Souza. 2008. Cultural Literacy: An Arts-Based Interdisciplinary Pedagogy for the Creation of Democratic Multicultural Societies. In: International Dialogues about Visual Culture, Education and Art, ed. R. Mason, and T. Ec̦a. Bristol: Intellect.

    Google Scholar 

  • Barrett, M. 2002. Children’s Views of Britain and Britishness in 2001: Some Initial Findings from the Developmental Psychology Section Centenary Project. Annual Conference of the Developmental Psychology. University of Sussex, British Psychological Society.

    Google Scholar 

  • Baumann, G. 1999. The Multicultural Riddle: Rethinking National, Ethnic and Religious Identities. New York and London: Routledge.

    Google Scholar 

  • Booth, E. 2015. Creativity in the Arts and Arts Education. In The Routledge International Handbook of the Arts and Education, ed. M. Fleming, L. Bresler, and J. O’toole. Abingdon: Routledge.

    Google Scholar 

  • Bradley, H. 1996. Fractured Identities: Changing Patterns of Inequality. Cambridge: Polity Press.

    Google Scholar 

  • Brookfield, S.D. 2009. The Concept of Critically Reflective Practice. In Handbook of Adult and Continuing Education, ed. A.L. Wilson and E.R. Hayes. San Francisco: Wiley.

    Google Scholar 

  • Burkett, J. 2013. Constructing Post-imperial Britain: Britishness, ‘Race’ and the Radical Left in the 1960s. Basingstoke: Palgrave Macmillan.

    Book  Google Scholar 

  • Carnegie, C.V. 2002. Postnationalism Prefigured: Caribbean Borderlands. New Brunswick: Rutgers University Press.

    Google Scholar 

  • Chilton, G., and P. Leavy. 2014. Arts-Based Research Practice: Merging Social Research and the Creative Arts. In The Oxford Handbook of Qualitative Research, ed. P. Leavy. Oxford: Oxford University Press.

    Google Scholar 

  • Cokley, K. 2002. To Be or Not to Be Black: Problematics of Racial Identity. In The Quest for Community and Identity: Critical Essays in Africana Social Philosophy, ed. R.E. Birt. Lanham: Rowman & Littlefield.

    Google Scholar 

  • Cooling, T. 2013. Teachers and Christian Religious Values. In The Routledge International Handbook of Education, Religion and Values, ed. J. Arthur and T. Lovat. Abingdon: Routledge.

    Google Scholar 

  • Craig, G., and M. O’Nseill. 2013. The Official ‘Invisibilisation’ of Minority Ethnic Disadvantage. In Social Policy Review 25: Analysis and Debate in Social Policy, ed. G. Ramia, K. Farnsworth, and Z. Irving. Bristol: Policy Press.

    Google Scholar 

  • Dadzie, S. 1997. Blood, Sweat and Tears: A Report of the Bede Anti-racist Detached Youth Work Project. Leicester: Youth Work Press.

    Google Scholar 

  • Darder, A., M.P. Baltodano, and R.D. TORRES. (eds.). 2009. The Critical Pedagogy Reader. New York and London: Routledge.

    Google Scholar 

  • Edensor, T. 2002. National Identity, Popular Culture and Everyday Life. Oxford: Berg.

    Google Scholar 

  • Freedman, K. 2008. Leading Creativity: Responding to Policy in Art Education. In International Dialogues About Visual Culture, Education and Art, ed. R. Mason and T. Ec̦a. Bristol: Intellect.

    Google Scholar 

  • Freire, P. 1985. The Politics of Education: Culture, Power and Liberation. Westport, CT: Bergin & Garvey.

    Google Scholar 

  • Freire, P. 2000. Pedagogy of the Oppressed. New York: Bloomsbury Publishing.

    Google Scholar 

  • Freire, P., and A.M.A. Freire. 2004. Pedagogy of Hope: Reliving Pedagogy of the Oppressed. London and New York: Continuum.

    Google Scholar 

  • Gamman, R. 2004. Children and the Curriculum. In Children at the Margins: Supporting Children, Supporting Schools, ed. T. Billington and M. Pomerantz. Stoke on Trent: Trentham Books.

    Google Scholar 

  • Gillborn, D. 1995. Racism and Antiracism In Real Schools: Theory, Policy, Practicex. Buckingham: Open University Press.

    Google Scholar 

  • Gilroy, P. 2002. There Ain’t No Black in the Union Jack. Abingdon: Routledge.

    Google Scholar 

  • Giroux, H.A. 1988. Teachers as Intellectuals: Toward a Critical Pedagogy of Learning. Westport: Bergin & Garvey.

    Google Scholar 

  • Giroux, H.A. 2001. Theory and Resistance in Education: Towards a Pedagogy for the Opposition. Westport, CT: Bergin & Garvey.

    Google Scholar 

  • Giroux, H.A. 2013. On Critical Pedagogy. New York and London: Bloomsbury Academic.

    Google Scholar 

  • Giroux, H.A., and P. McLaren (eds.). 1989. Critical Pedagogy, the State, and Cultural Struggle. Albany: State University of New York Press.

    Google Scholar 

  • Grierson, E. 2008. Creativity and Culture: Redefining Knowledge Through the Arts in Education for the Local in a Globalized World. In International Dialogues About Visual Culture, Education and Art, ed. R. Mason and T. Ec̦a. Bristol: Intellect.

    Google Scholar 

  • Heater, D. 2001. The History of Citizenship Education in England. The Curriculum Journal 12: 103–123.

    Article  Google Scholar 

  • Hess, D.E. 2009. Controversy in the Classroom: The Democratic Power of Discussion. New York and London: Routledge.

    Google Scholar 

  • Hickman, R., and K.A. Eglinton. 2015. Visual Art in the Curriculum. In The Routledge International Handbook of the Arts and Education, ed. M. Fleming, L. Bresler, and J. O’Toole. Abingdon: Routledge.

    Google Scholar 

  • hooks, b. 2010. Teaching Critical Thinking: Practical Wisdom. New York and London: Routledge.

    Google Scholar 

  • hooks, b. 2015. Talking Back: Thinking Feminist, Thinking Black. New York: Routledge.

    Google Scholar 

  • Howard, G. 2006. We Can’t Teach What We Don’t Know: White Teachers, Multiracial Schools. New York and London: Teachers College Press.

    Google Scholar 

  • Hussain, Y., and P. Bagguley. 2005. Citizenship, Ethnicity and Identity: British Pakistanis After the 2001 ‘Riots’. Sociology 39: 407–425.

    Article  Google Scholar 

  • Ignatiev, N., and J. Garvey (eds.). 1996. Race Traitor. New York and London: Routledge.

    Google Scholar 

  • Jacobson, J. 1997. Perceptions of Britishness. Nations and Nationalism 3: 181–199.

    Article  Google Scholar 

  • Kara, H. 2015. Creative Research Methods in the Social Sciences: A Practical Guide. Bristol: Policy Press.

    Book  Google Scholar 

  • Karlsen, S., and J.Y. Nazroo. 2015. Ethnic and Religious Differences in the Attitudes of People Towards Being ‘British’. The Sociological Review 63: 759–781.

    Google Scholar 

  • Kincheloe, J.L. 2007. Critical Pedagogy in the Twenty-First Century. In Critical Pedagogy: Where are We Now? ed. P. Mclaren and J.L. Kincheloe. New York: Peter Lang.

    Google Scholar 

  • Kincheloe, J.L. 2008. Critical Pedagogy Primer. New York: Peter Lang.

    Book  Google Scholar 

  • Kirylo, J.D. (ed.). 2013. A Critical Pedagogy of Resistance: 34 Pedagogues We Need to Know. Rotterdam: Sense Publishers.

    Google Scholar 

  • Lander, V. 2014. Initial Teacher Education: The Practice of Whiteness. In Advancing Race and Ethnicity in Education, ed. R. Race and V. Lander. Basingstoke: Palgrave Macmillan.

    Google Scholar 

  • Lewis, A.E. 2004. What Group? Studying Whites and Whiteness in the Era of “Color-Blindness”. Sociological Theory 22: 623–646.

    Article  Google Scholar 

  • Lorde, A. 1995. The Black Unicorn: Poems. New York: W.W. Norton.

    Google Scholar 

  • Love, B.J. 2004. Brown Plus 50 Counter-Storytelling: A Critical Race Theory Analysis of the “Majoritarian Achievement Gap” Story. Equity & Excellence in Education 37: 227–246.

    Article  Google Scholar 

  • Major, J. 1992. Mr Major’s Speech to 1992 Conservative Party Conference [Online]. Available: http://www.johnmajor.co.uk/page1208.html. Accessed 8 Mar 2016.

  • Manning, A., and A. Georgiadis. 2012. Cultural Integration in the United Kingdom. In Cultural Integration of Immigrants in Europe, Cultural Integration of Immigrants in Europe, ed. Y. Algan, A. Bisin, A. Manning, and T. Verdier. Oxford: Oxford University Press.

    Google Scholar 

  • Mauro, M.K. 1998. The Use of Art Therapy in Identity Formation. In Tapestry of Cultural Issues in Art Therapy, ed. A.R. Hiscox, and A.C. CALISCH. London: Jessica Kingsley Publishers.

    Google Scholar 

  • Maylor, U. 2010. Notions of Diversity, British Identities and Citizenship Belonging. Race Ethnicity and Education 13: 233–252.

    Article  Google Scholar 

  • Maylor, U., B. Read, H. Mendick, A. Ross, and N. Rollock. 2007. Diversity and Citizenship in the Curriculum: Research Review. Research Report 819. London: The Institute for Policy Studies in Education, London Metropolitan University.

    Google Scholar 

  • McGann, E.P. 2006. Color Me Beautiful. Journal of Emotional Abuse 6: 197–217.

    Google Scholar 

  • McNiff, S. 1998. Art-Based Research. London: Jessica Kingsley.

    Google Scholar 

  • Modood, T. 1998. New Forms of Britishness: Post-immigration Ethnicity and Hybridity in Britain. In The Expanding Nation: Towards a Multi-ethnic Ireland, ed. R. Lentin. Dublin: Trinity College.

    Google Scholar 

  • Nandi, A., and L. Platt. 2014. Britishness and Identity Assimilation Among the UK’s Minority and Majority Ethnic Groups [Online]. ISER Working Paper Series, No. 2014-01. Available: https://www.econstor.eu/dspace/bitstream/10419/91705/1/776496069.pdf. Accessed 8 July 2014.

  • Osler, A. 2009. Patriotism, Multiculturalism and Belonging: Political Discourse and the Teaching of History. Educational Review 61: 85–100.

    Article  Google Scholar 

  • Parekh, B. 2000. The Future of Multi-Ethnic Britain: Report of the Commission on the Future of Multi-Ethnic Britain. London: The Runnymede Trust/Profile Books.

    Google Scholar 

  • Patel, T. G., and D. Tyrer. 2011. Race, Crime and Resistance. London: Sage.

    Google Scholar 

  • Pearce, S. 2012. Confronting Dominant Whiteness in the Primary Classroom: Progressive Student Teachers’ Dilemmas and Constraints. Oxford Review of Education 38: 455–472.

    Article  Google Scholar 

  • Phillips, A., and G. Ganesh. 2007. Young People and British Identity. London: Ipsos MORI/Camelot Foundation.

    Google Scholar 

  • Ratcliffe, P. 2011. From Community to Social Cohesion: Interrogating a Policy Paradigm. In Promoting Social Cohesion: Implications for Policy and Evaluation, ed. P. Ratcliffe and I. Newman. Bristol: Policy Press.

    Google Scholar 

  • Rattansi, A. 2000. On Being And not Being Brown/Black-British: Racism, Class, Sexuality and Ethnicity in Post-imperial Britain. Interventions: International Journal of Postcolonial Studies 2: 118–134.

    Article  Google Scholar 

  • Ross, E.W., and K.D. Vinson. 2013. Resisting Neoliberal Education Reform: Insurrectionist Pedagogies and the Pursuit of Dangerous Citizenship. Cultural Logic: Marxist Theory & Practice.

    Google Scholar 

  • Sanderson, P., and P. Thomas. 2014. Troubling Identities: Race, Place and Positionality Among Young People in Two Towns in Northern England. Journal of Youth Studies 9: 1–19.

    Google Scholar 

  • Scourfield, J., B. Dicks, M. Drakeford, and A. Davies. 2006. Children, Place and Identity: Nation and Locality in Middle Childhood. Abingdon: Routledge.

    Google Scholar 

  • Shor, I. 1992. Empowering Education: Critical Teaching for Social Change. Chicago: University of Chicago Press.

    Google Scholar 

  • Smyth, J., and P. McInerney. 2007. Teachers in the Middle: Reclaiming the Wasteland of the Adolescent Years of Schooling. New York: Peter Lang.

    Google Scholar 

  • Solomon, R.P., J.P. Portelli, B.-J. Daniel, and A. Campbell. 2005. The Discourse of Denial: How White Teacher Candidates Construct Race, Racism and ‘White Privilege’. Race Ethnicity and Education 8: 147–169.

    Article  Google Scholar 

  • Solórzano, D.G., and T.J. Yosso. 2002. Critical Race Methodology: Counter-Storytelling as An Analytical Framework for Education Research. Qualitative Inquiry 8: 23–44.

    Article  Google Scholar 

  • Stahl, G., and S. Habib. 2017. Moving Beyond the Confines of the Local: Working-Class Students’ Conceptualizations of Belonging and Respectability. Young 25 (3): 1–18.

    Article  Google Scholar 

  • Taylor, E. 2016. The Foundations of Critical Race Theory in Education. In Foundations of Critical Race Theory in Education, ed. E. Taylor, D. Gillborn, and G. Ladson-Billings. New York and London: Routledge.

    Google Scholar 

  • Thomas, P. 2009. The Last Britons? Young Muslims and National Identity. 59th Political Studies Association Annual Conference: Challenges for Democracy in a Global Era, University of Manchester, Manchester, UK, April. 7–9.

    Google Scholar 

  • Tisdell, E.J., M.S. Hanley, and E.W Taylor. 2009. Different Perspectives on Teaching for Critical Consciousness. In Handbook of Adult and Continuing Education, ed. A.L. Wilson and E.R. Hayes. San Francisco: Wiley.

    Google Scholar 

  • Tourinho, I., and R. Martins. 2008. Controversies: Proposals for a Visual Arts Critical Pedagogy. In International Dialogues about Visual Culture, Education and Art, ed. R. Mason and T. Ec̦a. Bristol: Intellect.

    Google Scholar 

  • Ward, P. 2004. Britishness Since 1870. London: Routledge.

    Google Scholar 

  • Wink, J. 2005. Critical Pedagogy: Notes from the Real World. Boston: Pearson/Allyn & Bacon.

    Google Scholar 

  • Yokley, S.H. 1999. Embracing a Critical Pedagogy in Art Education. Art Education 52: 18.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Manchester, UK

    Sadia Habib

Authors
  1. Sadia Habib
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Sadia Habib .

Rights and permissions

Reprints and permissions

Copyright information

© 2018 The Author(s)

About this chapter

Cite this chapter

Habib, S. (2018). Students and Teachers Need Critical Pedagogy. In: Learning and Teaching British Values. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-60381-0_6

Download citation

  • DOI: https://doi.org/10.1007/978-3-319-60381-0_6

  • Published:

  • Publisher Name: Palgrave Macmillan, Cham

  • Print ISBN: 978-3-319-60380-3

  • Online ISBN: 978-3-319-60381-0

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation