David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jack Alan Reynolds
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Educational Philosophy and Theory 42 (5):540-552 (2010)
In this paper I discuss three different ways in which we can refer to those we teach: as learner, as student or as speaker. My interest is not in any aspect of teaching but in the question whether there can be such a thing as emancipatory education. Working with ideas from Jacques Rancière I offer the suggestion that emancipatory education can be characterised as education which starts from the assumption that all students can speak. It starts from the assumption, in other words, that students neither lack a capacity for speech, nor that they are producing noise. The idea of the student as a speaker is not offered as an empirical fact but as a different starting point for emancipatory education, one that positions equality at the beginning of education, not at its end.
|Keywords||speaker Rancière learner democracy students politics emancipation democratic education|
|Categories||categorize this paper)|
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References found in this work BETA
Axel Honneth (1996). The Struggle for Recognition: The Moral Grammar of Social Conflicts. The MIT Press.
Jacques Rancière (1991). The Ignorant Schoolmaster: Five Lessons in Intellectual Emancipation. Stanford University Press.
Jacques Rancière (2004). The Philosopher and His Poor. Duke University Press.
Gert Biesta (2010). A New Logic of Emancipation: The Methodology of Jacques Rancière. Educational Theory 60 (1):39-59.
Citations of this work BETA
Christiane Thompson (2015). The Philosophy of Education as the Economy and Ecology of Pedagogical Knowledge. Studies in Philosophy and Education 34 (6):651-664.
Gert Biesta (2015). Freeing Teaching From Learning: Opening Up Existential Possibilities in Educational Relationships. Studies in Philosophy and Education 34 (3):229-243.
Megan J. Laverty (2014). The World of Instruction: Undertaking the Impossible. Ethics and Education 9 (1):42-53.
Vasco D’Agnese (forthcoming). Intentionality and Thinking as ‘Hearing’. A Response to Biesta’s Agenda. Educational Philosophy and Theory:1-16.
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