Identifying with borders and boundaries: the place of critical pedagogy as social responsibility education

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An approach to social responsibility in higher education will be proposed in this chapter and informed by a canon of literature and theorizing on critical pedagogy (Darder, Baltodano, & Torres, 2009; Freire, 1971; Giroux, 2011). Rooted in the work of education theorist Paulo Freire (1971, 1993) critical pedagogy embodies a set of critical dispositions about community, politics and education. Freire (1971, 1993) posited the nature of hope through transformative action in communities in which community empowerment arises from emerging critical consciousness and informed action. In common with the ideals of university–community partnerships critical pedagogy connects both to a community development mission and to an educational mission. However, though these principle philosophies of critical pedagogy may be inferred in the literature on civic universities, on higher education and public engagement and on wider aspects of social responsibility in higher education (Goddard & Kempton, 2016; UPP, 2019; Webster & Dyball, 2010), the chapter will explore how they may be more centrally located in analysis and in practice development.
Original languageEnglish
Title of host publicationUniversity–Community Partnerships for Promoting Social Responsibility in Higher Education
EditorsEnakshi Sengupta, Patrick Blessinger, Craig Mahoney
PublisherEmerald Publishing Limited
Number of pages16
ISBN (Electronic)9781839094385
ISBN (Print)9781839094392
Publication statusPublished - 24 Jul 2020

Publication series

NameInnovations in Higher Education Teaching and Learning
ISSN (Electronic)2055-3641


  • critical pedagogy
  • border pedagogies.
  • social justice
  • civic university
  • community engagement
  • empowerment
  • power
  • public intellectuals


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