Grounded Practice: Exploring Criticalities In A Job Re-Education Setting

Abstract

The author uses an interpretive ethnographic method to study criticality as a classroom phenomenon within a job-reeducation program. Two central ideas used include criticality as multiple, intertwined criticalities and the notion of working in spaces. Focusing on critical reflection and ideology critique, the author examines spaces in which criticality can be fostered, forms it might take, and pedagogies that reflected classroom practices. Finally, she discusses the challenges involved with working in an institution, ethics, and the strategic nature of teaching for criticality.