Intellectual Freedom and Crone Pedagogies

TL;DR

This paper explores crone pedagogies as a way to resist colonial and neoliberal forces by valuing collective memory and emotional engagement in teaching and learning.

Contribution

It introduces crone pedagogies as a novel framework for educational resistance through historical memory and emotional resilience.

Findings

Crone pedagogies counter colonial and neoliberal ideologies by emphasizing collective survival and memory.

The gerontological imagination helps scholars engage with traumatic realities over time.

Emotional discomfort is necessary to challenge institutional complicity.

Abstract

Crone pedagogies (DiCarlo, 2023 & 2004) provide grounding frameworks for collective survival for teaching-learning. Re-membering the emancipatory potential of historical memory counters colonial hegemony’s ongoing assault on collective vitality and indigenous ways of knowing. Opposing the logics of extraction and exploitation, crone pedagogies invest in the collective by resisting disposability and neoliberalism’s insistence on competition and scarcity. The gerontological imagination (Estes, 1992) calls us to envision bridges between frameworks that understand how ideology exploits material reality (Estes, 1979) and shapes subjectivity (Gaztambide, 2023). These bridges equip scholars to sustain engagement with complex feelings about traumatic sociopolitical realities over time, pushing past analytic frames that comfort and quell and pursuing unsettling and disillusionment that antagonize institutional complicity (Layton, 2019).