Research Output

Critical Event Studies: Issues and Perspectives

  In considering critical event studies, a brief reference to critical pedagogy is made before an initial look at Critical Management Studies (CMS) prior to consideration of Crtical Event Studies (CES). As most students of education and teaching will know, Paul Freire’s Critical Pedagogy (CP) (1973) stemmed from the body of Critical Theory, whose members sought to determine what they saw as a just society (Darder, 2014). By utilising knowledge to ensure the autonomy of the mind and possible emancipation of the oppressed, the development of a student’s critical capacity gave them the opportunity to transform their life. A banking model of education, where students receive knowledge in a predominantly passive way, on the other hand, served to oppress further (Darder, 2014).

  • Type:

    Review

  • Date:

    26 September 2018

  • Publication Status:

    Published

  • DOI:

    10.3727/152599518x15346132863193

  • Cross Ref:

    1525-9951(20181213)22:6L.865;1-

  • ISSN:

    1525-9951

  • Library of Congress:

    GV Recreation Leisure

  • Dewey Decimal Classification:

    394 Events Management

  • Funders:

    Edinburgh Napier Funded

Citation

Robertson, M., Ong, F., Lockstone-Binney, L., & Ali-Knight, J. (2018). Critical Event Studies: Issues and Perspectives. Event Management, 22(6), 865-874. doi:10.3727/152599518x15346132863193

Authors

Keywords

critical event studies, education, research, pedagogy

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