David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
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|
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References found in this work BETA
Gert Biesta (2010). A New Logic of Emancipation: The Methodology of Jacques Rancière. Educational Theory 60 (1):39-59.
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.
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