Short abstract:

My contribution would discuss the role 'innovative' course design can play in critical education. Both as a tool to reproduce or update the current university, but also as a tool for educators to challenge the university.

Long abstract:

A critical perspective on education can conceptualize educators as tools through which capitalism reproduces itself, which has to some degree alienated the sociology of education from educators. While the university constantly looks for ways to transform itself through 'innovative' new ways to teach, the general tendencies of its reproductive role under capitalism often remain unchallenged. In this contribution I will discuss the role of creative course design in critical education at the university. I bring Paulo Freire’s critical perspective on education in conversation with the practices of ‘critical’ university educators by examining the creative ways they design their courses. I conceptualize one aim of critical education as the creation of spaces for critical reflection, as defined by Max van Manen, and ask what role creative course design plays in opening spaces for critical reflection. To reflect on the everyday practices of university educators I conducted ethnographic observation of three ‘critical’ university courses, in addition to 44 interviews with lecturers, students and colleagues. The contribution suggests that creative course design requires ‘critical’ situating, but that it benefits ‘critical’ educators to experiment in their courses. I present four examples of creative course design in critical university courses such as trips to an exhibition, self-reflection exercises, collaborative course design and café conversations. Finally, I discuss two limitations which the sociology of education encounters in analyzing and contributing to these educational practices.