i Hope, Utopia and Creativity in Higher Education ii Also available from Bloomsbury Critical Narrative as Pedagogy, Ivor Goodson and Scherto Gill On Critical Pedagogy, Henry A. Giroux iii Hope, Utopia and Creativity in Higher Education Pedagogical Tactics for Alternative Futures Craig A. Hammond Bloomsbury Academic An imprint of Bloomsbury Publishing Plc LONDON • OXFORD • NEW YORK • NEW DELHI • SYDNEY iv Bloomsbury Academic An imprint of Bloomsbury Publishing Plc 50 Bedford Square 1385 Broadway London New York WC1B 3DP NY 10018 UK USA www.bloomsbury.com BLOOMSBURY and the Diana logo are trademarks of Bloomsbury Publishing Plc First published 2017 © Craig A. Hammond, 2017 Craig A. Hammond has asserted his right under the Copyright, Designs and Patents Act, 1988, to be identified as Author of this work. All rights reserved. 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Typeset by Newgen Knowledge Works (P) Ltd., Chennai, India. v For Emma (my Anthelion), a light in the darkness . . . vi vii Contents Acknowledgements viii 1 Introduction: Critical Pedagogies – Horizons of Possibility 1 Part 1 Tactics: Conceptualizing Hope, Utopia and Creativity 2 Ernst Bloch, Hope and Utopia: The Stuff of Possibility 23 3 Roland Barthes: Punctum! The Death of the Author 39 4 Gaston Bachelard: Poetics, Space and Daydreaming 55 Part 2 Pedagogical Strategies for Creative Possibilities 5 Dérive and Détournement: Pedagogical Strategies for Creative Engagement 71 6 Bye Bye Badman: The Redemption of Hope through Popular Culture 89 7 The Wisdom of the Crowd: Liberating Creativity 105 Part 3 Learner Stories, Reflections and Projections 8 A Garland of Rhythms 135 9 Encounters, Stories, Connections 149 10 Beyond the Trace: Reflections from Past Learners 165 11 Conclusion Elpis/ Eidos – Elpeidetics: Hopeful Visions? 179 Appendix 1 Student Contact Emails 189 Appendix 2 Student Information, Questionnaire and Permissions 191 Bibliography 195 Index 203 viii Acknowledgements First, I would like to thank Paul Trowler, Gary Heywood- Everett and Steve Whitehead, whose academic excellence and perseverance (back in the late 1990s) enabled me to start to venture beyond my anger and frustration and look towards engaging in a creative passion – using critical pedagogy. I would also like to thank my good friend David Hayes (a.k.a. Dajvid Haze), who first intro- duced me to the work and ideas of Ernst Bloch. Our meandering and inspi- rational conversations contributed significantly to my learning and hunger for knowledge. I would also like to make a special mention of one of my colleagues; way back in 1999, when I first stumbled in to the jumbled collective of my first communal staffroom at Blackburn College, my academic lead (and now friend) Mr Ashley Whalley mentored, coached and nurtured me – and built my confi- dence – in ways that I could never have imagined possible. I’d like to take this opportunity to recognize and thank him for all of the skills, knowledge and radi- cal characteristics that he brought out in me. Many thanks to my research assistant, Mr Nathaniel Joel Robert Bennison; his tireless and dedicated commitment to transcribing huge swathes of notes and quotations meant that the unwieldy workload in producing this book was an ultimately manageable and a much more enjoyable experience. Thanks and recognition also to Dr Gail Crowther; her support and expertise on all things creative and autobiographical meant that the collating and curating of the stu- dent artefacts, and responses to the questionnaire, was a meaningful and pro- ductive process. My students also found her passion for feminist research, and her input into the ‘Utopian Visions’ module (during the academic year 2014– 2015), to be an exciting, valuable and ultimately life- changing experience. I’d also like to thank Alison Baker and Maria Giovanna Brauzzi at Bloomsbury Academic Press for their knowledge and support throughout the writing and production of this work. Heartfelt thanks and recognition to all of my ‘Alternative Education’ and ‘Utopian Visions and Everyday Culture’ student cohorts from the academic years 2011– 2015; without your life- affirming passion, bravery and willingness to engage in creative revelations through the utopian pedagogical experience, none n ixewgenprepdf Acknowledgements ix of this could ever have been built or established. Continue to strive to change your worlds – and of those around you – for the better! Of course, without the support and understanding of my family, this work could never have been conceived (let alone completed); so, love and thanks to Bob, Margaret, Big Nath, Liam, Zac, Eden and Little Nath, who have foregone my physical presence for too many evenings and weekends (and my mental absence for far longer periods). For Mum, Dad, Crista and Lauren, a week doesn’t go by where your absence isn’t felt; though our paths no longer cross, my love for you, as ever, remains. Finally, my wife and best friend, Emma Hammond, as well as supporting me in my ever- continuing academic endeavours, has taught me so much about dedication, unconditional positive regard, love and spiritual growth; without her unique beauty and strength, embracing support and presence, I simply wouldn’t be the person I am today. 1 Kings 19: 11– 13; Isaiah 60: 1; 62: 2