Deep Critique: Critical Pedagogy, Marxism, and Feminist Standpoint Theory in the Corporate Classroom

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Ardill, Allan
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Sculos, Bryant

Caputi, Mary

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2019
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Abstract

This chapter relates the experience of teaching Marxism and Feminist Standpoint Theory in a compulsory law course to produce graduates with a propensity for deep critique. Deep critique is my version of what Marx called “the ruthless criticism of the existing order”, Giroux called “critical pedagogy”, Freire called “pedagogy of the oppressed”, Adorno called “critical self-reflection”, and others have called “radical pedagogy.” While deep critique falls short of an extensive program of critical pedagogy, it shares the aims of critical pedagogies to produce students capable of critical self-reflection so that inequality and oppression can be confronted, perhaps overcome. The intention here is threefold. Firstly, to outline why I see critical pedagogy as necessary in the context of the corporate university and the world that has produced the corporate university. Secondly, to relate my practice of deep critique as a small part of the critical pedagogy movement. Thirdly, to share my experience of Marxism and Feminist Standpoint Theory as vital elements of deep critique and critical pedagogy in terms of addressing the turn to identity politics.

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Teaching Marx & Critical Theory in the 21st Century

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© 2019 Brill Academic Publishers. This is the author-manuscript version of this paper. It is reproduced here in accordance with the copyright policy of the publisher. Please refer to the publisher’s website for further information.

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Curriculum and pedagogy

Legal education

Property law (excl. intellectual property law)

Political theory and political philosophy

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Ardill, A, Deep Critique: Critical Pedagogy, Marxism, and Feminist Standpoint Theory in the Corporate Classroom. In Teaching Marx & Critical Theory in the 21st Century, 2019, pp. 143-163

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