LIST OF PANELS

Thus, adding to the powerful efforts related to epistemological and methodological positionality of critical policy studies, this panel proposes to expand this construction toward the teaching dimension. To be more specific, we are interested in thinking and exploring the critical ways for teaching public policy in a critical perspective. These efforts point to critical pedagogy (Freire, 1973; Simon, 1992; Giroux, 2011)– now, however, within the field of public policy studies (Mandell and Fischer 2012). It puts the subjects into discussion as producers and reproducers of knowledge that can free them from historical oppression in a broad and complex sense (Boltanski and Thévenot, 2000). So, dialogues are important, in addition to the seminal work on the pedagogy of the oppressed by Paulo Freire (1973; 2011), also the works on decolonial pedagogy (Walsh, 1990; Fijino et al. 2018) and on black feminism (hooks, 1994; 2003; Collins, 2001). Concepts that open up new creative possibilities in educational processes are also very welcome, such as empowerment (Freire, 1973), experience (Dewey, 1934), public experience (Peres, 2020), inquiry (Dewey 1938, Schon Rein, 1994), community (hooks, 2003), transgression (hooks, 1944), intersectionality (Crenshaw, 1989; Akotirene, 2019) decolonial corpus (Quijano, 2007; Mignolo, 2002) and reflexivity (Schon, 1987). 

Finally, we are interested in works that explore and propose new anchors between democracy and knowledge (Fischer, 2009), because rationality is not neutral (Giroux, 1992), assuming the centrality of the argument and values, the importance of the multi-method, in a context of reinforced democratic values, in favor of a society that embraces differences and overcomes historical oppression in the principles of production and reproduction of knowledge and of doing and teaching science. For this panel, the pedagogical dimension is so transformative and disruptive that the efforts made in it can not only apply critical studies in public policies to teaching, but can also be able to expand the very set of values ​​that underlie studies written in public policies, with new looks that reveal old forms of oppression not yet observed.

References:

AKOTIRENE, Carla. Interseccionalidade. São Paulo: Sueli Carneiro; Editora Jandaíra, 2020.

BOLTANSKI, L., THÉVENOT, L., 2000, "The reality of moral expectations: a sociology of situated judgment", Philosophical Explorations, vol. III, n° 1.

BOULLOSA, Rosana de Freitas. Mirando ao Revés as políticas públicas: os desenvolvimentos de uma abordagem crítica e reflexiva para o estudo das políticas públicas. Publicações da Escola da AGU, série especial, 2019, pp. 89-105.

BOULLOSA, Rosana de Freitas; PERES, Janaina Lopes Pereira; BESSA, Luiz Fernando Macedo. Por dentro do campo: uma narração reflexiva dos estudos críticos em políticas públicas. Revista Organizações & Sociedade, approved in 2020 [in press].

COLLINS, Patricia Hill. Black Feminist Thought: Knowledge, Consciousness, and the Politics of Empowerment. New York: Routledge, 2001.

CRENSHAW, Kimberlé. “Demarginalizing the Intersection of Race and Sex: A Black Feminist Critique of Antidiscrimination Doctrine, Feminist Theory, and Antiracist Politics,” University of Chicago Legal Forum, 1989, 139–67.

DEWEY, John. The theory of inquiry. New York: Henry Holt, 1938.

DEWEY, John. Art as experience. New York: Minton, Balch, and Company, 1934.

FISCHER, Frank. Beyond empiricism: policy inquiry in post positivist perspective. Policy studies journal, v. 26, n. 1, p. 129-146, 1998.

FREIRE, Paulo. Pedagogia do oprimido. 50. Ed. Rio de Janeiro: Paz e Terra, 2011.

FREIRE, Paulo. Education for Critical Consciousness. New York: Seabury Press, 1973.

GIROUX, Henry. On Critical Pedagogy. London: Continuum. 2011.

HAWKESWORTH, Mary. (1994). Policy Studies with a Feminist Frame. Policy Sciences, vol. 27, n. 2 (3), 97-118.

HOWARTH, David. (2010, April). Power, discourse, and policy: articulating a hegemony approach to critical policy studies. Critical Policy Studies, 3 (3-4), 309-335.

HOOKS, Bell. Teaching to Transgress: Education as the Practice of Freedom. Routledge, 1994

HOOKS, Bell. Teaching Community: A Pedagogy of Hope. Routledge, New York and London, 2003.

MIGNOLO, Walter 2002. ‘The Geopolitics of Knowledge and the Colonial Difference,’ South Atlantic Quarterly 101.1 (Winter): 56-96.

PERES, Janaina Lopes Pereira. Reinterpretando o fluxo de políticas públicas a partir da experiência: do pragmatismo crítico ao Hip Hop da Ceilândia/DF (Tese de doutorado). Programa de Pós-Graduação em Desenvolvimento, Sociedade e Cooperação Internacional - PPGDSCI, Universidade de Brasília - UnB, 215f.

SCHÖN, Donald, & REIN, Martin. (1994). Frame Reflection: Towards the Resolution of Intractable Policy Controversies. NY: Basic Books.

SCHÖN, Donald, The Reflective Practitioner: How Professionals Think In Action. NY: Basic Books, 1984

YANOW, D & SCHWARTZ-SHEA, P. (2006). Interpretation and Method: Empirical Research and the Interpretative Turn. Armonk, London: M. E. Sharpe.

WALSH, Catherine. Pedagogy and the Struggle for Voice: Issues of Language, Power, and Schooling for Puerto Ricans. New York : Bergin & Garvey, 1990.

QUIJANO, Aníbal. Colonialidad del poder y clasificación social. In: CASTRO-GÓMEZ, S.; GROSFOGUEL, R. (Orgs.). El giro decolonial. Reflexiones para una diversidad epistémica más allá del capitalismo global. Bogotá: Universidad Javeriana-Instituto Pensar, Universidad Central-IESCO, Siglo del Hombre Editores, 2007. p. 93-126

In addition to the powerful efforts related to epistemological and methodological positionality of critical policy studies, this panel proposes to expand this construction toward the teaching dimension. To be more specific, we are interested in thinking and exploring the critical ways for teaching public policy in a critical perspective. These efforts point to critical pedagogy (Freire, 1973; Simon, 1992; Giroux, 2011) – now, however, within the field of public policy studies (Mandell and Fischer 2012). It puts the subjects into discussion as producers and reproducers of knowledge that can free them from historical oppression in a broad and complex sense (Boltanski and Thévenot, 2000). So, dialogues are important, in addition to the seminal work on the pedagogy of the oppressed by Paulo Freire (1973; 2011), also the works on decolonial pedagogy (Walsh, 1990; Fijino et al. 2018) and on black feminism (hooks, 1994; 2003; Collins, 2001). Concepts that open up new creative possibilities in educational processes are also very welcome, such as empowerment (Freire, 1973), experience (Dewey, 1934), public experience (Peres, 2020), inquiry (Dewey 1938, Schon and Rein, 1994), community (hooks, 2003), transgression (hooks, 1944), intersectionality (Crenshaw, 1989; Akotirene, 2019) decolonial corpus (Quijano, 2007; Mignolo, 2002) and reflexivity (Schon, 1987). 

This panel is deeply interested in teaching innovations and “out-of-the-box’ teaching-learning experiences, from a critical perspective, within the field of policy studies. From this perspective, we invite papers that either discuss teaching-learning processes in theoretical and methodological terms or case-studies and experience-based papers focusing on teaching-learning innovations, either with regard to innovative theoretical paths within the field or with regard to the development of innovative tools/materials/games/technologies, according to the presentation text of this panel. In this sense, new connections with decolonial studies, with feminist studies and with social management are important, which in a way take on more openly the notion of learning experience as a reconstructor of a world we want. It would be desirable that the papers address one of the broad research questions below:

From an epistemological dimension: What does it mean to teach public policy critically or what are the meanings and possibilities for a critical pedagogy in the context of critical policy studies? Which approaches, perspectives, authors or theories might help us design innovative and/or disruptive teaching-learning practices/experiences, that were able to empower subjects and build a broad context of discursive democracy? 

From a methodological dimension: Which practices (implemented by us or by others) could be considered critical in the policy field? What are the main challenges of critically teaching public policies from a critical perspective? Do we already have critical teaching tools or they are still to be built?

In addition to this, what are the challenges that are added to this endeavor when we think of the challenges imposed by the post-truth era, with the dichotomization of society, further exacerbated by the Covid-19 pandemic?