“Since, in our society, free choice is elevated into a supreme value, social control and domination can no longer appear as infringing on subject’s freedom. They have to appear, instead, as (and be sustained by) the very self-experience of individuals as free. There is a multitude of forms of this un-freedom appearing in the guise of its opposite. When we are deprived of universal healthcare, we are told that we are given a new freedom of choice, namely to choose our healthcare provider; when we no longer can rely on long-term employment and are compelled to search for a new precarious position every couple of years, we are told that we are given the opportunity to re-invent ourselves and discover new, unexpected, and creative potentials that lurked in our personality; when we have to pay for the education of our children, we are told that we become the “entrepreneurs of the self,” acting like a capitalist who has to choose freely how he will invest the resources he possesses (or has borrowed) – into education, health, travel… Constantly bombarded by imposed ‘free choices,’ forced to make decisions for which we are mostly not even properly qualified nor possess enough information about, we more and more experience our freedom as what it effectively is: a burden that deprives us of the true choice of change.”
SOURCE: Žižek, Slavoj. “Fictitious Capital and the Return of Personal Domination.” The Philosophical Salon.
“In Selected Subaltern Studies (1985) Spivak writes ‘it is correctly suggested that the sophisticated vocabulary of much contemporary historiography successfully shields this cognitive failure and that this success-in-failure, this sanctioned ignorance, is inseparable from colonial domination.’ Ignorance is therefore rationalised, and by such means sanctioned. Spivak’s charge of sanctioned ignorance is most often directed at the Western study of the ‘third-world,’ ‘oriental’ or ‘subaltern,’ a gaze filtered through a selective lens.”
“The charge of ‘sanctioned ignorance’ is not merely the suggestion of an omission, an angle on analysis as yet unexplored by chance. It gives agency to the omitter. Indeed, to the collective academy. It is a purposeful silencing through the dismissing of a particular context as being irrelevant. This is not necessarily an issue of individual malice but an institutionalized way of thinking about the world which operates to foreclose particular types of analysis or considerations from entering into the debate.”
SOURCE: Mayblin, Lucy. “Sanctioned Ignorance.” Global Social Theory.
“As an alternative educational approach, Freire proposed that oppressed peoples need to become critically conscious, which is, in his view, the first step towards liberation and social change. According to Freire, becoming aware of the conditions of one’s oppression conscientises oppressed peoples and, in turn, catalyses transformative actions.”
“Critical pedagogy is not a method, rather it opens a space for students to act and assert themselves as agents, question their assumptions, develop an appreciation for history and critically interrogate the idea that education is a value-neutral enterprise.”
SOURCE: Cooper, Adam. “FREIRE, Paulo.” Global Social Theory.