Common sense and critical pedagogy

Abstract This article critically examines the concept of common sense within the context of critical pedagogy, exploring its role as both a potential obstacle and a tool in counter-hegemonic education. Drawing on the work of Wittgenstein, and of theorists such as Dotson and Kumashiro, the article argues that hegemonic common sense constrains educational practices by reinforcing dominant social norms, thus marginalizing alternative forms of knowledge and life. The analysis challenges Carusi’s argument that a counter-hegemonic common sense is not only possible but necessary, suggesting instead that such a common sense is inherently difficult to achieve due to its incommensurability with hegemonic norms. Through a Wittgensteinian lens, the article contends that whilst theory is crucial for the development of counter-hegemonic ideas, the existential and epistemic challenges they present may render them unintelligible within the framework of dominant common sense. This article suggests some possible approaches to ‘counter-hegemonic’ teaching material.