Critical Pedagogy in and for the Age of the Digital Media
Pedagogy of the Precariat (published in the June 12-14 2015 Counterpunch)
by PETAR JANDRIC and HENRY A. GIROUX
Haunted digital borders and alternative public spheres
Petar Jandrić: Thank you a lot for agreeing to this conversation, Henry! One of the central concepts in your work is border crossing, which “prompts teachers and students to raise new questions and develop models of analysis outside the officially sanctioned boundaries of knowledge and the established disciplines that control them” (Giroux and Searls Giroux, 2004: 102). This concept gains additional relevance with the advent of another border – the so-called electronic frontier (Rheingold, 1995). Could you please apply your concept of border crossing to learning in the age of information technologies?
Henry Giroux: When I first started thinking about the concept, one of the things that I was concerned with was the way in which various borders operate in various formations and ideological and political locations to basically shut people down from asking dangerous questions or pursuing questions outside of established paradigms. At the heart of that concern was the question of the political. How do you theorise the political in a world where borders are rapidly increasing? How do you theorise the political in a world where borders are really pushing people back into all kinds of silos – from those organised around prejudice and racism, to those organised around the instrumentalization of knowledge itself? And how are those borders organised in the ways that so limit what intellectuals and academics can do? At the university, academics often end up speaking in languages that are utterly abstract, languages that speak to five or six people. Therefore, it is hardly surprising that they have no sense what it means to speak to broader publics. At the same time, I was not arguing that difficult language is not sometimes necessary or that theory does not matter. On the contrary, I was arguing that theory needed to become worldly, unfettered by jargon, and be both accessible while addressing broader publics. Border crossing was a critique of theoreticism, theory for its own sake, unfettered by any interest in the larger world.
So the notion of border really took on several registers. One of the registers was political. How do you want to understand the notion of crossing borders in ways that expand the possibilities of people to be able to narrate themselves and understand the context in which they find themselves in order to, in some ways, both resist and overcome those kinds of barriers that shut down their capacity to be individual and social agents? The second issue is around the notion of social responsibility. What kinds of borders are put in play in ways that separate, for instance, instrumental knowledge from questions of social cost and larger social problems?
And I think, with regards to your question about how this applies to technology, that technologies are haunted by a ghostly presence to public memories rooted in a . . . read the whole article here.