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 44 (8):845-861 (2011)
In this paper, Tyson E. Lewis challenges the dominant theoretical and practical educational responses to globalization. On the level of public policy, Lewis demonstrates the limitations of both neoliberal privatization and liberal calls for rehabilitating public schooling. On the level of pedagogy, Lewis breaks with the dominant liberal democratic tradition which focuses on the cultivation of democratic dispositions for cosmopolitan citizenship. Shifting focus, Lewis posits a new location for education out of bounds of the common sense of public versus private, nationalism versus cosmopolitanism, inclusion versus exclusion, human versus civil rights. This is the space of the commonwealth whose actors cannot be identified as ‘citizens’ but are rather the anonymous multitude. In conclusion, Lewis finds a model for organizing this commonwealth in the work of Ivan Illich, whose learning networks speak to the urgent political and pedagogical need for exodus from the conceptual vocabulary that defines much of the contemporary field of educational theory
|Keywords||common schooling democracy Ivan Illich multitude Michael Hardt and Antonio Negri|
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Citations of this work BETA
Derek R. Ford (2015). The Pneumatic Common: Learning in, with and From the Air. Educational Philosophy and Theory 47 (13-14):1405-1418.
Derek R. Ford (2014). Review of Tyson E. Lewis, On Study: Giorgio Agamben and Educational Potentiality. [REVIEW] Studies in Philosophy and Education 33 (1):105-111.
S. Farquhar & Elizabeth Jayne White (2013). Philosophy and Pedagogy of Early Childhood. Educational Philosophy and Theory 46 (8):1-12.
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