David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Educational Theory 56 (2):159-176 (2006)
In this essay, Tyson Lewis theorizes current lockdown practices, zero‐tolerance policies, and No Child Left Behind initiatives in U.S. schooling by drawing on Italian philosopher Giorgio Agamben’s analysis of the concentration camp and the state of exception. Agamben’s theory of the camp provides a challenging, critical vantage point for looking at the ambiguities that emerge from the complex field of disciplinary procedures now prevalent in inner‐city, low‐income, minority schools, and helps to clarify what exactly is at stake in the symbolic and sometimes physical violence of schooling. Key to understanding the primary relation between camp and classroom is Agamben’s framework of the biopolitical, which paradoxically includes life as a political concern through its exclusion from the political sphere. Here Lewis appropriates Agamben’s terminology in order to theorize the biopedagogical, wherein educational life is included in schooling through its abandonment. For Lewis, the theory of the camp is necessary to recognizing how schools function and, in turn, how they could function differently
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Citations of this work BETA
Tyson E. Lewis (2011). Rethinking the Learning Society: Giorgio Agamben on Studying, Stupidity, and Impotence. Studies in Philosophy and Education 30 (6):585-599.
Nancy Vansieleghem (2009). Children in Public or 'Public Children': An Alternative to Constructing One's Own Life. Journal of Philosophy of Education 43 (1):101-118.
Paul Smeyers (2012). Chains of Dependency: On the Disenchantment and the Illusion of Being Free at Last (Part 1). Journal of Philosophy of Education 46 (2):177-191.
Joris Vlieghe (2013). Experiencing (Im)Potentiality: Bollnow and Agamben on the Educational Meaning of School Practices. Studies in Philosophy and Education 32 (2):189-203.
Clayton Pierce (2011). The Promissory Future(s) of Education: Rethinking Scientific Literacy in the Era of Biocapitalism. Educational Philosophy and Theory 44 (7):721-745.
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