Pedagogic Criticism argues that bodies of knowledge and pedagogic practices are inextricably linked. Subjects are produced in the dialogues of the corridor and classroom as much as in the monograph or learned journal. Professional debates embed and promote styles of pedagogy: intellectual history is simultaneously the history of educational practices. Disciplines as bodies of knowledge are simultaneously communities of practice, performing their own protocols for argument and dialogue. And for disciplines to thrive and develop, these communities of practice need to be interrogated and developed.
These workshops are not ‘educational development’ but aim to think about and open up parts of the disciplines of English that are central but rarely discussed. Designed with dialogue and investigation in mind, these workshops will investigate the meeting of institutions, teaching practices and theories.
Workshop II: Teaching Theory
How do we teach theory? What intellectual, cultural and political questions do our pedagogical choices beg? How do we teach theory ‘after theory’, or after the widespread acceptance of theory into critical practice? What ‘theories’ do we teach and why? What new or emergent theories do we teach? How is teaching theory changing as the discourses of theory develop?
Speakers leading the workshop are: Professor Pat Waugh (Durham), Dr Pam Thurschwell (Sussex), Professor Robert Eaglestone (Royal Holloway, University of London).
Friday, 21st February 2014, 14:00 – 17:00, Senate House
Workshop III: Pedagogic Criticism and the Future, 9th May 2014
Speakers: Kristen Kreider, Susan Bruce and Angela Woods