ABSTRACT
This chapter analyses and interprets the relationship between critical pedagogy, social movements, activism, and their roles in culture wars. The chapter argues that the broad insurgent forces of the late 1960s, embedded in the activity of social movement groups, are contained and denuded, in part, by institutions of higher education. The chapter turns to a Gramscian reinterpretation of Stuart Hall's concept of articulation and argues that the concept operates most effectively during times of rupture and should be conceived of in a political and strategic manner. In addition, the chapter posits that critical pedagogy must begin to envision its organizing role both within and outside of higher education to effectively level the energies of popular movements to disorder (so that it might reorder) the structure of higher education.
