Coercive Invitations of Universality
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This chapter traces the changes in pedagogical approaches back to the onset of technological acceleration from the turn of the twentieth century onwards. It works especially through Paulo Freire’s ‘pedagogy of the oppressed,’ arguing that this work is symptomatic of the cybernetic acceleration of the ideals of the university after the Cold War. During this period, the sympathetic argument for ‘bottom-up learning’ namely starts to conceal how authority becomes networked, eventually functioning to insert ‘the oppressed and marginalised’ into the accelerated economy for the benefit of the new elites. By connecting this concealment to Bill Readings’ analysis of the so-called excellent university, the chapter argues that similarly problematic renewals concern student-centred e-learning, the call for creative and critical thinking, and the digital humanities.