Hi Sheryl
I think this is a really interesting question, because I know, at times, it doesn't seem to be. I am aware of colleagues who do not subscribe to 'critical theory', although I would certainly see them as being 'critically inclined educators', as I claim for myself. So I wonder if it is more a matter of 'naming your theory', or whether it relates to a way of thinking/conceptualising our aims as educators.
I looked up 'heutagogy' - not something I'd heard of before, and came up with: “Heutagogy is the study of self-determined learning … It is also an attempt to challenge some ideas about teaching and learning that still prevail in teacher centred learning and the need for, as Bill Ford (1997) eloquently puts it 'knowledge sharing' rather than 'knowledge hoarding'.
What Is Heutagogy? | Heutagogy Community of Practice
https://heutagogycop.wordpress.com/history-of-heutagogy/
It seems very difficult when working in higher education/academia, to avoid being consumed by the constructed titles for ways of thinking, rather than enabling this construction to happen between ourselves and our students. Rather than subscribing to a certain methodology/epistemology, to collaborate in working on ideas that suit, and that help to make sense of the world for (and with) our learners.
Sheryl:
First, I like Cheryl with an "S":-) Yes, critical theory is culturally, socially, emotionally and educationally emancipatory for adult learners in an indigenous tertiary organisation. But not only for the adult learners but also for the faculty who teach, if they are from the majority culture. They develop cultural competencies that enable them to teach culturally diverse students and use culturally and internationally diverse content material that make learning more interesting for these adult learners to take ownership of their culture and learning. I am including a few articles that I have written that address the issue.
Data Curriculum Inclusiveness Challenge: Responding to Multicultu...
Article One Style Does Not Fit All: Facilitating Cultural Difference...
Article Cultural Sensitivity Needed in Online Discussion Rubric Language
Hello Cheryl
I think that it might be better to reframe your question as follows: Does critical pedagogy have something to offer ....etc?
Critical theory is a wide perspective and includes many strands, not least, critical pedagogy. Paolo Freire is arguably the leading figure in critical pedagogy, which he used in his efforts to emancipate poor, exploited Brazilians back in the 1960s. Inspired by Paolo, I have written a book chapter (you can download it from my ResearchGate Publications) with the title, Meeting the poor at close quarters: street social pedagogy with the Romanian poor in Norway.
Best wishes and good luck. Paul
Thanks for starting an interesting debate about the potential of critical theory/critical pedagogy for adults (including teacher educators) learners. the hallmark of this theory is to enable individuals to raise awareness first and then develop capacity to take action against the inequalities existing in societies wherever they live. so its basic tenet is to empower the powerless so it offers anything and everything depending upon how adult learners are exposed to develop this capacity to challenge taken for granted views and take action to improve the practices.
The critical theory should promote new government policies in some educational sphers. Consequently, it must prepare their followers (students, teachers, communities) to influence the educational policy, which will give them (the indigenous tertiary organizations) the chance to overcome their contexts, and be a vehicle for social transformation. In this way critical theory will be emancipatory by itself.
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