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Forging a Pedagogy of Hope in the Face of Academic Fatalism

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Title: Forging a Pedagogy of Hope in the Face of Academic Fatalism
Language: English
Authors: Kyle M. Harris
Source: Philosophical Studies in Education. 2025 56:123-130.
Availability: Ohio Valley Philosophy of Education Society. Web site: http://ovpes.org/?page_id=51
Peer Reviewed: Y
Page Count: 8
Publication Date: 2025
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Positive Attitudes, Critical Theory, Educational Research, Justice, Figurative Language
ISSN: 0160-7561
Abstract: In conversation with colleagues, it has been repeatedly addressed that the field of education research, whether philosophical, historical, or political, can be wildly depressing. One source of frustration is the subject content. Discussing historical and contemporary injustices in education, such as forced assimilation through residential schools, inequitable educational outcomes, institutional reproduction of hegemony, disproportionate discipline practices, and a seemingly insufficient progressive response to these injustices, seems to take a toll on the collective psyche of my peers. In this paper, the authors begins by positing a conception of academic fatalism. Then, addresses the work of scholars on critical hope and critical pedagogies. The authors concludes by bringing the literature together within the metaphor of a forge. This metaphor addresses the material and communal aspects of academic fatalism and pedagogies of hope with a call to action for the academy.
Abstractor: ERIC
Entry Date: 2025
Accession Number: EJ1486209
Database: ERIC
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  Data: In conversation with colleagues, it has been repeatedly addressed that the field of education research, whether philosophical, historical, or political, can be wildly depressing. One source of frustration is the subject content. Discussing historical and contemporary injustices in education, such as forced assimilation through residential schools, inequitable educational outcomes, institutional reproduction of hegemony, disproportionate discipline practices, and a seemingly insufficient progressive response to these injustices, seems to take a toll on the collective psyche of my peers. In this paper, the authors begins by positing a conception of academic fatalism. Then, addresses the work of scholars on critical hope and critical pedagogies. The authors concludes by bringing the literature together within the metaphor of a forge. This metaphor addresses the material and communal aspects of academic fatalism and pedagogies of hope with a call to action for the academy.
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