Critical Pedagogy – an approach to teaching and learning that seeks to confront and transform social injustice by empowering students to understand the systems and structures that oppress them and recognise how they might contribute to a fairer and juster world.
Cultural Capital – an explanation of the ways in which power and domination are transferred and maintained within a society, through ensuring ownership and access to cultural objects, familiarity with the languages and habits that accompany this, and the confidence and networks this bestows on those who possess it.
Cultural Democracy – the principle that everyone should have the possibility to decide what they mean by culture and what forms of arts and culture have meaning and value, as well as determining where it takes place, who makes it, who experiences it and who has access to the means of cultural production.
Engaged Pedagogy – a holistic approach to teaching and learning that creates space for students to contribute their own experiences and knowledge from outside the classroom so that learning becomes a shared process.
Hegemony – the domination of the social or political values and ideas of one powerful group over others so that they become accepted.
Intersectionality – the understanding and acceptance of the complex and cumulative ways in which different forms of oppression including gender, race, age, class, sexual identity, religion, dis/ability, overlap and often amplify each other.
Matrix of Domination – a framework for understanding the ways in which different oppressions and domains of power reflect the particularities of a given time and place, enabling us to recognise that individuals or groups can experience both privilege and disadvantage in different contexts.
Sankofa – a Ghanaian word to explain the concept of learning and drawing on knowledge from past struggles to move forward and inform future actions
