Abstract
Borrowing from computing via media art, we introduce the concept of ‘glitch’ pedagogy to insert unexpected tension into the marketing curriculum, offering learners a glimpse into the underlying ideological structures of neoliberal higher education and opening up spaces of resistance and affirmation. We draw on neoliberal, marketised educational discourses and the bureaucratic systems
they engender to illustrate glitches within the employability agenda, providing students conceptual space to leverage the contradictions and inequalities implicit in this agenda. As a genre of post-critical pedagogy, we argue that glitch pedagogy can move us beyond some of the noted dualisms of critical pedagogy to recognise the complexity of students’ emotional investments, in particular
socio-cultural and political positions by way of affective relations.
they engender to illustrate glitches within the employability agenda, providing students conceptual space to leverage the contradictions and inequalities implicit in this agenda. As a genre of post-critical pedagogy, we argue that glitch pedagogy can move us beyond some of the noted dualisms of critical pedagogy to recognise the complexity of students’ emotional investments, in particular
socio-cultural and political positions by way of affective relations.
| Original language | English |
|---|---|
| Pages (from-to) | 68-91 |
| Number of pages | 24 |
| Journal | Journal of Marketing Management |
| Volume | 39 |
| Issue number | 1-2 |
| Early online date | 6 Feb 2023 |
| DOIs | |
| Publication status | E-pub ahead of print - 6 Feb 2023 |
Keywords
- Post-critical pedagogy; neoliberalism; ideology; affect; person branding; employability