Post-Critical Pedagogy: A Philosophical and Epistemological Identikit

The aim of this article is to contribute to the outlining of the philosophical and epistemological status of post-critical pedagogy in the light of the body of scholarship (both positive and negative) that has, already in the last few years, grown in relation to this theoretical proposal. The article invites readers to follow its authors on a stroll in Post-Critical-Land. Moreover, the article raises the question of whether post-critique is a new paradigm or merely a different attitude within the critical tradition. The authors conclude by arguing for a principle of complementarity and for practices of diplomatic negotiation on the grounds that post-critique should not be construed as dependent on critique but as complementary to it and as deserving a time and space of its own.