Process, Orientation, and System
The Pedagogical Operation of Utopia in the Work of Paulo Freire
Bibliographic Data
| ID | 23162013 |
|---|---|
| Authors | Darren Webb (0000-0001-9435-8676, School of Education University of Sheffield United Kingdom, corresponding author) |
| Year | 2012 |
| Volume | 62 |
| Issue | 5 |
| Pages | 593-608 |
| Publication date | 2012-10-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Theory (JOURNAL) |
| Journal identifiers | ISSN: 0013-2004 • E-ISSN: 1741-5446 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.1741-5446.2012.00463.x |
| OpenAlex | W1911568071 |
| Language | EN |
| Citations received | 11 |
Recent years have witnessed a renewed interest in utopianism within educational theory. In this essay, Darren Webb explores the utopian pedagogy of Paulo Freire in the context of what one commentator has dubbed “the educational comeback of utopia.” Webb argues that Freire's significance lies in the way he embraced both “utopia as process” and “utopia as system.” This is significant because the contemporary rejuvenation of utopianism has extended only so far, embracing utopia conceived as an open‐ended process of becoming but shying away from utopia conceived as the delineation of a normative vision to be struggled for and won. Webb outlines the pedagogical operation of utopia as process, cognitive‐affective orientation, and system, and he argues that Freire was right in insisting that each is constitutive of effective educational practice.
Aesthetics · Context (archaeology) · Epistemology · Higher education · Normative · Philosophy of education · Political science · Sociology · Utopia · Critical and Liberation Pedagogy · Diverse Education Studies and Reforms · Law · Philosophy · Political theory and Gramsci
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| Citations per year | 0.85 |
|---|---|
| Citation span | 2013 - 2025 (13) |
| Highly cited | No |