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<p/><br></br><p><b> About the Book </b></p></br></br>"Many accounts of critical pedagogy, particularly accounts of trying to enact it within higher education (HE), express a deep cynicism about whether it is possible to counter the ever creeping hegemony of neo-liberalism, neo-conservatism and new managerialism within Universities. Hopeful Pedagogies in Higher Education acknowledges some of these criticisms, but attempts to rescue critical pedagogy, locating some of its associated pessimism as misreading of Freire and offering hopeful avenues for new theory and practice. These misreadings are also located in the present, in the assumption that unless change comes within the lifetime of the project, it has somehow failed. Instead, this book argues that a positive utopianism is possible. Present actions need to be celebrated, and cultivated as symbols of hope, possibility and generativity for the future - which the concept of hope implies. The contributors make the case for celebrating the pedagogies of HE that operate in liminal spaces - situated in the spaces between the present and the future (between the world as it is and the world as it could be) and also in the cracks that are beginning to show in the dominant discourses"--<p/><br></br><p><b> Book Synopsis </b></p></br></br>Many accounts of critical pedagogy, particularly accounts of trying to enact it within higher education (HE), express a deep cynicism about whether it is possible to counter the ever creeping hegemony of neo-liberalism, neo- conservatism and new managerialism within Universities. <i>Hopeful Pedagogies in Higher Education</i> acknowledges some of these criticisms, but attempts to rescue critical pedagogy, locating some of its associated pessimism as misreading of Freire and offering hopeful avenues for new theory and practice. These misreadings are also located in the present, in the assumption that unless change comes within the lifetime of the project, it has somehow failed. Instead, this book argues that a positive utopianism is possible. Present actions need to be celebrated, and cultivated as symbols of hope, possibility and generativity for the future - which the concept of hope implies. The contributors make the case for celebrating the pedagogies of HE that operate in liminal spaces - situated in the spaces between the present and the future (between the world as it is and the world as it could be) and also in the cracks that are beginning to show in the dominant discourses.<p/><br></br><p><b> Review Quotes </b></p></br></br><br>[This] brave edited collection sparks insights, challenges and ideas for hopeful pedagogies. Harnessing Freire's dialogical essence, chapters provide analysis and reflections on critical practice with the added bonus of a challenging sparring partner extending a critique to each account. A compelling read for everyone who believes we need something better.<br/>Julie Hall, Senior Deputy Vice Chancellor, Solent University, UK<br><br>At a time when educators need to extend discussions about alternatives to traditional models of education, <i>Hopeful Pedagogies in Higher Education</i> is a relevant and timely work. Given the global landscapes of contemporary politics and the growing misconceptions about higher learning, the contributing authors recognize the need for democratic dialogues about the lessons of the past and fostering hope for the future. 'Critical pedagogies' do not have to be synonymous with pessimistic instruction. [This book] challenges the negativity of dominant discourses of the current state of the world and instead offers new ideas for new pedagogical possibilities for meaningful and promising futures.<br/>Charles L. Lowery, Associate Professor of Educational Studies, Ohio University, USA<br><p/><br></br><p><b> About the Author </b></p></br></br><b>Mike Seal</b> is Professor in Education and Social Mobility and the University of Suffolk, UK. He is the author of twelve books including <i>Trade Union Education: Transforming the World </i>(2017) and the forthcoming <i>Enabling Critical Pedagogy in Higher Education</i>.

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