Critical Event Studies: Issues and Perspectives

Robertson, Martin; Ong, Faith; Lockstone-Binney, Leonie; Ali-Knight, Jane

Abstract

In considering critical event studies, a brief reference to critical pedagogy is made before an initial look at Critical Management Studies (CMS) prior to consideration of Crtical Event Studies (CES). As most students of education and teaching will know, Paul Freire’s Critical Pedagogy (CP) (1973) stemmed from the body of Critical Theory, whose members sought to determine what they saw as a just society (Darder, 2014). By utilising knowledge to ensure the autonomy of the mind and possible emancipation of the oppressed, the development of a student’s critical capacity gave them the opportunity to transform their life. A banking model of education, where students receive knowledge in a predominantly passive way, on the other hand, served to oppress further (Darder, 2014).

Citation

Robertson, M., Ong, F., Lockstone-Binney, L., & Ali-Knight, J. (2018). Critical Event Studies: Issues and Perspectives. Event Management, 22(6), 865-874. https://doi.org/10.3727/152599518x15346132863193

• Journal Article Type: Review
• Acceptance Date: Sep 7, 2018
• Online Publication Date: Sep 26, 2018
• Publication Date: Dec 13, 2018
• Deposit Date: Sep 11, 2018
• Publicly Available Date: Sep 26, 2018
• Journal: Event Management
• Print ISSN: 1525-9951
• Electronic ISSN: 1943-4308
• Publisher: Cognizant Communication Corporation
• Peer Reviewed: Not Peer Reviewed
• Volume: 22
• Issue: 6
• Pages: 865-874
• DOI: https://doi.org/10.3727/152599518x15346132863193
• Keywords: critical event studies, education, research, pedagogy
• Public URL: http://researchrepository.napier.ac.uk/Output/1295720