Critical Pedagogy and Neoliberalism: Concerns with Teaching Self-Regulated Learning [Book Review]

Studies in Philosophy and Education 32 (6):563-580 (2012)
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Abstract

In the educational psychology literature, self-regulated learning is associated with empowerment, agency, and democratic participation. Therefore, researchers are dedicated to developing and improving self-regulated learning pedagogy in order to make it widespread. However, drawing from the educational philosophy of Paulo Freire, teaching students to regulate their learning can be tied to a curriculum of obedience, subordination, and oppression. Using Freire’s discussion of concepts such as adaptation, prescription, and dependence, I suggest that self-regulated learning: targets individual psychological changes that render individuals adaptable to existing social orders; is guided by a logic to prescribe a certain kind of self; and produces a relationship of dependence as learners depend on teachers for learning the necessary scripts to regulate their learning. This analysis points to ethical complexities related to teaching students to academically self-regulate.

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Stephen Vassallo
American University

Citations of this work

Fixing Education.Aaron M. Kuntz & John E. Petrovic - 2017 - Studies in Philosophy and Education 37 (1):65-80.
Fixing Education.John E. Petrovic & Aaron M. Kuntz - 2017 - Studies in Philosophy and Education 37 (1):65-80.

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References found in this work

Pedagogy of the oppressed.Paulo Freire - 1986 - In David J. Flinders & Stephen J. Thornton (eds.), The Curriculum Studies Reader. Routledge.
Pedagogy of the Oppressed.Paulo Freire - 1970 - New York: Bloomsbury Academic. Edited by Myra Bergman Ramos, Donaldo P. Macedo & Ira Shor.

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