Towards an antiracist scholar-activist pedagogy

Putting critical pedagogy and scholar-activism in dialogue

Datos Bibliográficos

ID21691682
AutoresL Connelly (0000-0002-9564-9106, Department of Sociological Studies, Sheffield, UK, autor de correspondencia), Remi Joseph-Salisbury (0000-0003-1608-1477, Arthur Lewis Building, autor de correspondencia)
Año2025
Volumen30
Número7
Páginas1627-1645
Fecha de publicación2025-10-03
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaTeaching in Higher Education (JOURNAL)
Identificadores de la revistaISSN: 1356-2517 • E-ISSN: 1470-1294
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/13562517.2025.2449649
OpenAlexW4407765291
IdiomaEN
Citas recibidas2
Referencias citadas50

While some have drawn connections between critical pedagogy and scholar-activism, and many educators and activists employ both traditions in their praxis, few studies have explicitly explored their synergies as a substantive focus, particularly through empirical research in Higher Education (HE) contexts. This leaves some of their transformative potential underdeveloped. This article conceptualises an antiracist scholar-activist pedagogy for the first time by engaging the philosophies of critical pedagogy and scholar-activism in dialogue with data generated through 29 semi-structured interviews with antiracist scholar-activists based at British universities. In doing so, it argues that scholar-activism's deep engagement with social movements sharpens critical pedagogy's pursuit of social change in HE contexts, while critical pedagogy's emphasis on education enables scholar-activism to embrace teaching as transformative praxis. Ultimately, the article provides a framework for those interested in teaching for social change, whilst cautioning that the potential of scholar-activist pedagogy is constrained by the neoliberal and institutionally racist HE context

Critical pedagogy · Critical theory · Epistemology · Higher education · Pedagogy · Political science · Sociology · Global Educational Policies and Reforms · Higher Education Governance and Development · Higher Education Practises and Engagement · Philosophy