Seal, Mike (2016) Critical realism's potential contribution to critical pedagogy and youth and community work: human nature, agency and praxis revisited. Journal of critical realism, 15 (3). pp. 263-276. ISSN 1476-7430

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Abstract

In the light of late modern, postmodern and post-critical debates the difficulty of establishing a coherent theoretical framework for both critical pedagogy and youth and community work has been noted by several authors. In this article I will make the claim that critical realism, as a stance within the ontological, epistemological and aetiological paradigms, offers a way to ameliorate a number of tensions in critical pedagogy and youth and community work. Margaret Archer’s theories around morphogenesis are particularly useful in re-examining the tensions between essentialist and anti-essentialist views of human nature, identity and community, and structure and agency. In terms of praxis, her method allows us to wish to influence others, without descending into positivity or being satisfied with just uncovering highly individualized accounts of temporary meaning making. She also offers a way of performing critical pedagogy that does not instil a ‘knowing hopelessness’ in people, whereby they are aware of their material conditions, but do not feel enabled to act on their oppression.

Item Type:	Article
Uncontrolled Keywords:	agency, critical pedagogy, critical realism, human nature, praxis
Subjects:	H Social Sciences > HM Sociology
Divisions:	Faculty of Arts, Business & Applied Social Science > Department of Applied Social Sciences
Depositing User:	Mike Seal
Date Deposited:	12 May 2020 08:19
Last Modified:	15 Dec 2020 11:53
URI:	https://oars.uos.ac.uk/id/eprint/1239

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