Retooling Higher Education in an Age of Rising Inequalities, a (post)-COVID-19 Reflection on the Importance of Engaged Urban Pedagogies

The global pandemic has amplified the need for a more drastic reappreciation of the so-called ‘social dimension’ of higher education. The ministerial communiqués of the European Higher Education Areas describe this social dimension as ‘the creation of an inclusive educational landscape’, emphasising the need to ensure equity of access, participation, and successful completion for learners with increasingly diverse backgrounds. In this chapter, it will be argued that shaping socially responsible and just universities is not only an issue of ‘access’ but also ‘access to what’. Drawing on local experiences and relevant literature, this contribution explores in what manner urban universities can act as ‘critical change agents' building on engaged pedagogies. It will be argued that European universities need to move beyond overly optimistic and simplistic rhetoric of ‘doing good’ and adopt more self-critical approaches to realise their progressive potential. Appeals for reclaiming 'the right to the city' will be paralleled with a call for a more active consideration of 'the right to the university', advancing this intertwined struggle to prepare a more desirable post-pandemic future.

ISBN:978-90-466-1144-9

Publication year:2022

Keywords:engaged pedagogies, right to the city, urban education

Accessibility:Open