Radical Pedagogy: Identity, Generativity, and Social Transformation

by Mark Bracher

Radical Pedagogy articulates a new theory of identity based on recent research in psychoanalysis, social psychology and cognitive science. It explains how developing identity is a prerequisite for developing intelligence, personal well being, and the amelioration of social problems, including violence, prejudice and substance abuse.

243 pages, Hardcover

First published October 17, 2006

Reviews

[Gemington · Rating 3 out of 5]

Admittedly I’m about twenty years late to this party, so it’s hard not to read this book as a product of its time. That said, Bracher has many insights to bring to teaching that extend from 2006 to a 2022 classroom. In this time of fake news, it is clear that our identity categories do entrap us and limit our growth. It’s certainly true that we need to be trauma aware and bring empathy and compassion to our whole selves, while recognizing that other folks’ needs and experiences are not our own.

My favourite section of the book was the second one. After first laying the groundwork when Bracher defined the identity groupings— linguistic, affective, and imagistic—, the second section identifies the barriers a teacher can bring to their students. The specific limitations of various pedagogies are worth reflecting on, even if some are hyper specific to literary studies in the early aughts. The big three, authoritarian, establishment and hysterical, are fascinating. Authoritarian- do you approach teaching through a desire to be loved, considered knowledgeable , or to impart your disciplinary love on others? Establishment- do you approach teaching as an apprenticeship in a discipline with its own conventions you must fit yourself into? Hysterical— do you see yourself as marginalized or oppressed and seek association with that oppression against a larger hegemonic structure? In doing these things, are you serving the needs of your students, or just being narcissistic?

The sections on self-analysis was also thoughtful, though I found it highly unlikely that someone would take the time to examine their teaching as closely as Bracher prescribes. I was only partially convinced by his solutions to teaching via Lacanian analysis. I agree with the principle of integration of identities, but don’t know if this approach is valid. At times I was left uncertain about the role of the instructor as a kind of untrained analyst. This Lacanian approach concerned me, not because I don’t value mental health, but more because our training is not such that we are equipped to safely do this work without additional training. Is it worth getting said training, or changing the way we teach pedagogy to new scholars? Absolutely.

[Kadri · Rating 5 out of 5]

Selles raamatus kasutab autor pedagoogika analüüsimiseks psühhoanalüütilist mõtteviisi, toetudes S. Freudi, B. Britzmani, J. Lacani uurimustele. Kasvatuse ja hariduse tegelik eesmärk on aidata inimesel avastada iseennast, kuid paraku ei ole formaalses haridussüsteemis selline ideaal saavutatav. Lacani diskursuste analüüsi kaudu toob Bracher välja pedagoogika teadvustamata aspektid, mis võivad lõhestada identiteeti ja põhjustada noorele raskusi kohanemisel sotsiaalsete normida ja ootustega. Pedagoogika lõplik eesmärk on võimaldada jõuda noorel selgusele, kes ta on ja mida ta tahab elus saavutada, seega saab õpetaja olla õppijaga analüütiku diskursuses, kus läbi analüüsi ja küsimuste jõuab inimene tõele lähemale. Eesmärgiks on mõista, analüüsida ja seostada teadmisi, et kord õpitu jääks meile hoomatavaks ja ei ununeks peale järjekordset kontrolltööd. Suurepärane raamat, kus analüüsitakse kriitiliselt haridussüsteemi ja pakutakse ka võimalikud lahendused olukorra parandamiseks.