David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Ethics and Education 6 (1):85 - 100 (2011)
This article explores the relationship between democracy, citizenship and scholarship through the notion of voice. The conception of voice in current policy operates governmentally, and shores up an identity ordered according to existing classifications and choices rather than destabilising it, and enabling critique. Rather than leading to an empowerment then the notion of voice, found in policy, research and practice, constitutes a depoliticisation of citizenship. The work of Ralph Waldo Emerson, Stanley Cavell and Michel Foucault is drawn upon here to explore an understanding of voice constituted in seeking a different way of accounting for ourselves, a different relation of the self to the self and others than is demanded by the current order. This is explored in relation to thought and scholarship as expressions of one's voice and thus of one's citizenship.
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References found in this work BETA
Michel Foucault & Paul Rabinow (1984). The Foucault Reader. Monograph Collection (Matt - Pseudo).
Stanley Cavell (1979/1999). The Claim of Reason: Wittgenstein, Skepticism, Morality, and Tragedy. Oxford University Press.
Stanley Cavell (2004). Cities of Words: Pedagogical Letters on a Register of the Moral Life. Belknap Press of Harvard University Press.
Stanley Cavell (1990). Conditions Handsome and Unhandsome the Constitution of Emersonian Perfectionism. University of Chicago Press.
Naoko Saito (2005). The Gleam of Light: Moral Perfectionism and Education in Dewey and Emerson. Fordham University Press.
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