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Pedagogy of excess: an alternative political economy of student life

By Mike Neary and Andy Hagyard

Abstract

Pedagogy of Excess looks to the world-wide social protests of 1968, in which students played a central role, for inspiration for the notion of research-engaged teaching. Grounded in critical social theory and based\ud on historical material that deals with the events in Paris, Pedagogy of Excess describes 1968 as a moment when the students became more than students, and acted as revealers of a general crisis by demystifying the\ud process of research. The students did this by engaging in various forms of theoretical and practical activity that took them beyond the normal limits of what is meant by higher education. It is the notion of students becoming more than students through a radical process of\ud revelation that provide the basis for our concept of Pedagogy of Excess. At the end of the chapter we discuss Pedagogy of Excess in relation to other critical pedagogies, and set out a curriculum based on the principles of pedagogical excess

Topics: X342 Academic studies in Higher Education
Publisher: Routledge
Year: 2010
OAI identifier: oai:eprints.lincoln.ac.uk:4187
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