Systems of Knowledge: A Pedagogy of the Privileged or of the Oppressed?
Fuelled by the hegemonic neoliberal agenda, education policy in Malta is progressively becoming subservient to the needs of capital, leading to the further commodification of learning in an increasingly credential society. At the same time, the conventional pedagogical discourse of education policy is that learning should serve as an inclusive liberating force for creativity, innovation, critical thinking and problem solving. This dichotomy between theory and praxis in education policy is particularly evident in the pedagogy of Systems of Knowledge, as its revolutionary potential as a progressive force for social change is appropriated by the commodification of learning, accreditation and market forces. The superficial and inapt application of critical praxis in terms of both pedagogical content and processes, infer the subordination of progressive and liberal ideals to neoliberal policies, demeaning Systems of Knowledge into another commodified tool of the privileged over an emancipatory vehicle for liberation and social justice. In this context, the paper questions; is Systems of Knowledge truly a pedagogy of the oppressed or another oppressive apparatus for the privileged?