David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
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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References found in this work BETA
Ian Copeland (1996). The Making of the Dull, Deficient and Backward Pupil in British Elementary Education 1870-1914. British Journal of Educational Studies 44 (4):377-394.
Citations of this work BETA
David Isaac Backer & Tyson Edward Lewis (2015). Retaking the Test. Educational Studies 51 (3):193-208.
Tyson E. Lewis (2011). Rethinking the Learning Society: Giorgio Agamben on Studying, Stupidity, and Impotence. Studies in Philosophy and Education 30 (6):585-599.
Joris Vlieghe (2013). Experiencing Potentiality: Bollnow and Agamben on the Educational Meaning of School Practices. Studies in Philosophy and Education 32 (2):189-203.
Yusef Waghid & Paul Smeyers (2010). On Doing Justice to Cosmopolitan Values and the Otherness of the Other: Living with Cosmopolitan Scepticism. Studies in Philosophy and Education 29 (2):197-211.
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.
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