Hope, Utopia and Creativity in Higher Education: Pedagogical Tactics for Alternative Futures

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Reappraising ideas associated with Ernst Bloch, Roland Barthes and Gaston Bachelard within the context of a utopian pedagogy, Hope, Utopia and Creativity in Higher Education reframes the transformative, creative and collaborative potential of education offering new concepts, tactics and pedagogical possibilities. Craig A. Hammond explores ways of analysing and democratising not only pedagogical conception, knowledge and delivery, but also the learning experience, and processes of negotiation and peer-assessment. Hammond shows how the incorporation of already existent learner hopes, daydreams, and creative possibilities can open up new opportunities for thinking about popular culture and memory, learning and knowledge, and collaborative communities of support. Drawing together theoretical and cultural material in a teaching and learning environment of empowerment, Hammond illustrates that formative articulations of alternative, utopian futures, across sociological, humanities, and education studies subjects and curricula, becomes possible.

Reviews

Given the widespread concern with diversity and inclusion in higher education settings in recent years, professors of theology and religious studies with an appreciation for critical pedagogies will benefit from reflecting on the theoretical ideas and pedagogical strategies offered here [in Hope, Utopia and Creativity in Higher Education]. * Reflective Teaching *
Hammond's is a seriously scholarly treatise for serious times. Theory is deeply rooted in accounts of day-to-day teaching and learning involving students exposed to progressive pedagogical principles deriving from Bloch, Barthes and Bachelard. It refuses educations neoliberal Brave New World by promoting a compellingly militant and utopian vision of democratic and creative education in action. * Joel Petrie, Team Leader for Dyslexia and Language Support, The City of Liverpool College, UK *
Hope, Utopia and Creativity in Higher Education pierces a hole through the wall of officially approved procedures, thus inspiring students to think critically and independently rather than become blatant consumers of a pre-processed knowledge. This book reflects Hammond's genuine interest in an active change in the ever-more controlled world of higher education and beyond. * Zuzana Klmov, Department of English Language and Literature, Faculty of Education, Masaryk University, Czech Republic *
Craig Hammond weaves an authentic, accessible and fascinating exploration of using critical pedagogy applying utopian and situationist thinking to set the terms for critical interventions in strategy and tactics for curriculum development and teacher-student enrichment in the learning context. He thereby brings the character of the 'Not Yet' to the classroom now. Combining autobiography and established practice with theoretical insight and evidence, Hammond skilfully presents his vision. He has produced a thought-provoking and practice-provoking text that will benefit both the student and the experienced pedagogue. This is a significant and distinct contribution to the corpus of critical pedagogy. * Paul Reynolds, Reader in Sociology and Social Philosophy, Edge Hill University, UK *
Importantly, this is not only a theoretical work; the significance of this book is strongly tied to the examples provided by the author of utopian pedagogical praxis. The module hand book for instructors is also a valuable resource to help students be creative learners and collaborators in their own educational processes. * Scott H. Boyd, Assistant Professor, Middle East Technical University-Northern Cyprus Campus, Cyprus *
A candid, courageous and very thought-provoking book. Craig Hammond provides a fascinating account of how theory can be harnessed collaboratively by teachers and students, through the vehicles of creative autobiography and peer assessment, to inform and construct a model of critical pedagogy that not only calls into question didactic approaches to teaching but proposes a radical, utopian alternative in which students become genuine co-constructors of knowledge production. * Matt OLeary, Reader in Education, Centre for Studies in Practices and Cultures in Education (CSPACE), Birmingham City University, UK *
Hammonds book diffidently provides a practical guiding scholarly text for academics to incorporate another typology of education ... The book certainly challenges the way the reader thinks about the process of knowledge acquisition and will guide those in higher education to join the contemporary revolution in education. * Higher Education Research & Development *

Author Bio

Craig A. Hammond is Senior Lecturer in the Department of Education at Liverpool John Moores University, UK.