David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Educational Theory 60 (1):39-59 (2010)
The idea of emancipation plays a central role in modern educational theories and practices. The emancipatory impetus is particularly prominent in critical traditions and approaches where the aim of education is conceived as that of emancipating students from oppressive structures in the name of social justice and human freedom. What is needed to effect emancipation, so it is assumed in this tradition, is an exposition of the workings of power, as it is only when one sees and understands how power operates that it is possible to address its influence. In several of his publications the French philosopher Jacques Rancière has raised questions about the logic of this view of emancipation. Throughout his career Rancière has also worked consistently on the articulation of a different approach, an alternative way to understand and do emancipation. In this essay Gert Biesta provides a systematic reconstruction of Rancière's ideas on emancipation from three angles: political theory, political practice, and the practice of education. Biesta argues that Rancière provides us with a new and different way to understand how education might contribute to emancipation and also where and how, often in the name of emancipation and democracy, it actually hinders emancipation
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Guoping Zhao (2014). Freedom Reconsidered: Heteronomy, Open Subjectivity, and the 'Gift of Teaching'. Studies in Philosophy and Education 33 (5):513-525.
Gert Biesta (2010). Learner, Student, Speaker: Why It Matters How We Call Those We Teach. Educational Philosophy and Theory 42 (5):540-552.
Gert Biesta, Julie Allan & Richard Edwards (2011). The Theory Question in Research Capacity Building in Education: Towards an Agenda for Research and Practice. British Journal of Educational Studies 59 (3):225 - 239.
Tyson E. Lewis (2011). The Future of the Image in Critical Pedagogy. Studies in Philosophy and Education 30 (1):37-51.
Predrag Krstić (forthcoming). Three Naive Questions: Addressed to the Modern Educational Optimism. Studies in Philosophy and Education:1-16.
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