ABSTRACT

This article seeks to explore how, why and under which conditions a move away from critique as a negative practice towards an – educationally more valuable – affirmative notion of critique is important in formulating pedagogies that might respond more productively to the challenges of the post-truth era. What is at stake here in reframing critique as affirmative practice in addressing post-truths in schools, is the aspiration to create pedagogical spaces that enable teachers and students to turn their attention to care for the world in ways that go beyond the post-truth/negative critique/us-them impasse. The author engages with Foucault’s and Butler’s analysis of critique to show how a combined Foucauldian-Butlerian framework reconceptualizes criticality as an affirmative practice. It is suggested that cultivating an affirmative attitude and ethos of critique in the school context constitutes a virtuous practice of self-transformation and a passionate pedagogical goal that teachers cannot afford to ignore.

摘要

本文试图探讨如何、为什么以及在何种条件下，从批评作为一种消极的实践转向——在教育上更有价值——肯定的批评概念，对于制定可能更有效地应对后真相挑战的教学法很重要时代。在将批评重新定义为在学校解决后真相的肯定实践中，关键在于创建教学空间，使教师和学生能够以超越后真相的方式将注意力转向关心世界/负面批评/我们-他们陷入僵局。作者结合福柯和巴特勒对批判的分析，展示了福柯和巴特勒结合的框架如何将批判性重新概念化为一种肯定的实践。