Contesting literacies: Beyond the hidden curriculum of the Neoliberal Arts

Mark Brenden; Patrick L. Bruch; Thomas J Reynolds

doi:10.1080/10714413.2024.2413220

Contesting literacies: Beyond the hidden curriculum of the Neoliberal Arts

Mark Brenden, Patrick L. Bruch, Thomas J Reynolds

Writing Studies

Research output: Contribution to journal › Article › peer-review

Abstract

This essay challenges the broad, ongoing neoliberal transformation of higher education as expressed in contemporary literacy pedagogies based in and around Learning Management Systems. Building on Chantal Mouffe’s conception of agonistic democracy, we seek to model and encourage an alternative–a critical literacy that highlights competing hegemonic projects and the need for active engagement of all in shaping the politics of knowledge.

Original language	English (US)
Journal	Review of Education, Pedagogy, and Cultural Studies
DOIs	https://doi.org/10.1080/10714413.2024.2413220
State	Accepted/In press - 2024

Bibliographical note

Publisher Copyright:
© 2024 Taylor & Francis Group, LLC.

Keywords

agonistic rhetoric
Critical literacy
critical pedagogy
educational technologies
neoliberalism

Publisher link

10.1080/10714413.2024.2413220

Cite this

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Contesting literacies: Beyond the hidden curriculum of the Neoliberal Arts

Abstract

Bibliographical note

Keywords

Publisher link

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Cite this