Table Of ContentDiscerning Critical Hope in
Educational Practices
How can discerning critical hope enable us to develop innovative forms of teaching, learn-
ing and social practices that begin to address issues of marginalization, privilege and access
across different contexts?
At this millennial point in history, questions of cynicism, despair and hope arise at every
turn, especially within areas of research into social justice and the struggle for transforma-
tion in education. While a sense of fatalism and despair is easily recognizable, establishing
compelling bases for hope is more diffi cult. This book addresses the absence of sustained
analyses of hope that simultaneously recognize the hard edges of why we despair.
This volume posits the notion of critical hope not only as conceptual and theoretical,
but also as an action-oriented response to despair. Our notion of critical hope is used in
two ways: it is used fi rstly as a unitary concept which cannot be disaggregated into either
hopefulness or criticality, and secondly, as an analytical concept, where critical hope is
engaged and diversely theorized in ways that recognize aspects of individual and collective
directions of critical hope. The book is divided into four parts:
• Critical hope in education
•
Critical hope and a critique of neoliberalism
•
Critical Race Theory/Postcolonial perspectives on critical hope
• Philosophical overviews of critical hope.
Education can be a purveyor of critical hope, but it also requires critical hope so that
it, as a sector itself, can be transformative. With contributions from international experts
in the fi eld, the book will be of value to all academics and practitioners working in the fi eld
of education.
Vivienne Bozalek is Professor of Social Work and Director of Teaching and Learning at
the University of the Western Cape, South Africa.
Brenda Leibowitz is Director of Teaching and Learning at Stellenbosch University, South
Africa.
Ronelle Carolissen is Associate Professor of Community Psychology in the Department
of Educational Psychology at Stellenbosch University, South Africa.
Megan Boler is Professor in History and Philosophy of Education at the University of
Toronto, Canada.
Foundations and Futures of Education
Peter Aggleton The University of New South Wales, Australia
Sally Power Cardiff University, UK
Michael Reiss Institute of Education, University of London, UK
Foundations and Futures of Education focuses on key emerging issues in educa-
tion as well as continuing debates within the fi eld. The series is inter-disciplinary,
and includes historical, philosophical, sociological, psychological and compara-
tive perspectives on three major themes: the purposes and nature of education;
increasing interdisciplinarity within the subject; and the theory-practice divide.
Discerning Critical Hope in Educational Practices
Edited by Vivienne Bozalek, Brenda Leibowitz, Ronelle Carolissen and Megan Boler
Education and Masculinities: Social, cultural and global transformations
Chris Haywood and Mairtin Mac an Ghaill
Bullying: Experiences and discourses of sexuality and gender
Ian Rivers and Neil Duncan
Language, Learning, Context: Talking the talk
Wolff-Michael Roth
Postfeminist Education? Girls and the sexual politics of schooling
Jessica Ringrose
The Right to Higher Education: Beyond widening participation
Penny Jane Burke
The Struggle for the History of Education
Gary McCulloch
Radical Education and the Common School: A democratic alternative
Michael Fielding and Peter Moss
The Irregular School: Exclusion, schooling and inclusive education
Roger Slee
School Trouble: Identity, power and politics in education
Deborah Youdell
Schools and Schooling in the Digital Age: A critical analysis
Neil Selwyn
Being a University
Ron Barnett
Education – An ‘Impossible Profession’?
Tamara Bibby
Re-Designing Learning Contexts: Technology-rich, learner-centred
ecologies
Rosemary Luckin
Education and the Family: Passing success across the generations
Leon Feinstein, Kathryn Duckworth and Ricardo Sabates
Learners, Learning and Educational Activity
Judith Ireson
Gender, Schooling and Global Social Justice
Elaine Unterhalter
Education, Philosophy and the Ethical Environment
Graham Haydon
Schooling, Society and Curriculum
Edited by Alex Moore
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Discerning Critical Hope
in Educational Practices
Edited by Vivienne Bozalek, Brenda
Leibowitz, Ronelle Carolissen and
Megan Boler
First published 2014
by Routledge
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
and by Routledge
711 Third Avenue, New York, NY 10017
Routledge is an imprint of the Taylor & Francis Group, an informa business
© 2014 V. Bozalek, B. Leibowitz, R. Carolissen and M. Boler
The right of the editors to be identifi ed as the authors of the editorial material, and of the
authors for their individual chapters, has been asserted in accordance with sections 77 and 78
of the Copyright, Designs and Patents Act 1988.
All rights reserved. No part of this book may be reprinted or reproduced or
utilised in any form or by any electronic, mechanical, or other means, now known or hereafter
invented, including photocopying and recording, or in any information storage or retrieval
system, without permission in writing from the publishers.
Trademark notice : Product or corporate names may be trademarks or registered trademarks,
and are used only for identifi cation and explanation without intent to infringe.
British Library Cataloguing in Publication Data
A catalogue record for this book is available from the British Library
Library of Congress Cataloging in Publication Data
A catalog record for this book has been requested
ISBN: 978-0-415-82632-7 (hbk)
ISBN: 978-0-203-43111-5 (ebk)
Typeset in Galliard
by Cenveo Publisher Services
Contents
List of contributors vii
Preface xi
Foreword xii
MICHAEL W. APPLE
Introduction 1
VIVIENNE BOZALEK, RONELLE CAROLISSEN, BRENDA
LEIBOWITZ AND MEGAN BOLER
PART I
Critical hope in education 9
1 Affective, political and ethical sensibilities in pedagogies of
critical hope: Exploring the notion of ‘critical emotional praxis’ 11
MICHALINOS ZEMBYLAS
2 Teaching for hope: The ethics of shattering worldviews 26
MEGAN BOLER
3 A pedagogy of critical hope in South African higher education 40
VIVIENNE BOZALEK, RONELLE CAROLISSEN AND BRENDA LEIBOWITZ
PART II
Critical hope and a critique of neoliberalism 55
4 “That’s scary. But it’s not hopeless”: Critical pedagogy and
redemptive narratives of hope 57
GUSTAVO FISCHMAN AND ERIC HAAS
viii Contents
5 Plasticity, critical hope and the regeneration of human
rights education 69
ANDRÉ KEET
6 Critical hope: Deconstructing of the politics of HOPE at
a South African university 82
HENK VAN RINSUM
PART III
Critical Race Theory/Postcolonial perspectives
on critical hope 99
7 Critical hope and struggles for justice: An antidote to
despair for antiracism educators 101
RONALD DAVID GLASS
8 Agents of critical hope: Black British narratives 113
PAUL WARMINGTON
9 Decolonizing education: Discovering critical hope in
marginal spaces 126
MERLYNE CRUZ
PART IV
Philosophical overviews of critical hope 141
10 Hope: An emancipatory resource across the ages 143
JOHN HORTON
Afterword : Critical hopes – gratitude and
the magic of encounter 157
MARY ZOURNAZI
Index 164
Contributors
Michael W. Apple is John Bascom Professor of Curriculum and Instruction and
Educational Policy Studies at the University of Wisconsin, Madison and
Professor of Educational Policy Studies at the Institute of Education,
University of London, and World Scholar and Distinguished Professor of
Educational Policy Studies at East China Normal University in Shanghai.
Among his most recent books are The Routledge International Handbook of
Critical Education , The Routledge International Handbook of the Sociology of
Education , and G lobal Crises, Social Justice, and Education. He is an interna-
tionally renowned academic in the fi eld of critical pedagogy.
Megan Boler received her PhD at the History of Consciousness Program at the
University of California, and is Professor in the Department of Theory and
Policy Studies, at the Ontario Institute of Studies in Education/University of
Toronto; and Associate Faculty of Knowledge Media Design Institute. Her
books include Feeling Power: Emotions and Education (Routledge, 1999);
Democratic Dialogue in Education: Troubling Speech, Disturbing Silences
(Peter Lang, 2004); and Digital Media and Democracy: Tactics in Hard Times
(MIT Press, 2008). She teaches graduate studies in philosophy of education,
and her essays have been published in journals including E ducational Theory ,
Women’s Studies Quarterly , and New Media and Society .
Vivienne Bozalek is a Professor of Social Work and the Director of Teaching
and Learning at the University of the Western Cape (UWC), South Africa.
Prior to this she was Chairperson of the Department of Social Work,
University of Western Cape. She holds a PhD from Utrecht University. Her
areas of research, publications and expertise include the use of post-struc-
tural, social justice and the political ethics of care perspectives, critical
family studies, innovative pedagogical approaches in higher education, and
feminist and participatory research methodologies. She has co-edited a
book entitled C ommunity, Self and Identity with Brenda Leibowitz,
Ronelle Carolissen and other colleagues.
Ronelle Carolissen is an Associate Professor and Chair of the Department of
Educational Psychology at the University of Stellenbosch. She holds a doctorate
