David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
Learn more about PhilPapers
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
|Categories||categorize this paper)|
Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
|Through your library|
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
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.
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.
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.
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.
Similar books and articles
Rosemary Dore (2009). Gramscian Thought and Brazilian Education. Educational Philosophy and Theory 41 (6):712-731.
Michael J. Reiss (1995). Conflicting Philosophies of School Sex Education. Journal of Moral Education 24 (4):371-382.
Ronald B. Jacobson (2012). Rethinking School Bullying: Dominance, Identity and School Culture. Routledge.
Oded E. Schremer (1992). Moral Education Programmes: A Curriculum Perspective. Journal of Moral Education 21 (2):151-160.
B. P. Campos & I. Menezes (1996). Personal and Social Education in Portugal. Journal of Moral Education 25 (3):343-357.
Carl Anders Säfström (2011). Rethinking Emancipation, Rethinking Education. Studies in Philosophy and Education 30 (2):199-209.
Elisabete Xavier Gomes (2012). The (Un)Bearable Educational Lightness of Common Practices: On the Use of Urban Spaces by Schoolchildren. Studies in Philosophy and Education 31 (3):289-302.
Maarten Simons & Jan Masschelein (2008). From Schools to Learning Environments:The Dark Side of Being Exceptional. Journal of Philosophy of Education 42 (3-4):687-704.
Tyson E. Lewis (2009). Power, Crisis, and Education for Liberation: Rethinking Critical Pedagogy - by de Lissovoy, N. Educational Philosophy and Theory 41 (5):592-596.
Georg Rist (1979). Integrating Vocational and General Education: A Rudolf Steiner School: Case Study of the Hibernia School, Herne, Federal Republic of Germany. Unesco Institute for Education.
David D. Williams, Stephen C. Yanchar, Larry C. Jensen & Cheryl Lewis (2003). Character Education in a Public High School: A Multi-Year Inquiry Into Unified Studies. Journal of Moral Education 32 (1):3-33.
Anti Randviir (2007). On Spatiality in Tartu–Moscow Cultural Semiotics. Sign Systems Studies 35 (1-2):137-158.
Joanna Haynes (2013). Gifts of Time and Space: Co-Educative Companionship in a Community Primary School. Studies in Philosophy and Education 32 (3):297-311.
Maarten Simons (2010). The Hatred of Public Schooling: The School as the Mark of Democracy. Educational Philosophy and Theory 42 (5):666-682.
Added to index2011-05-24
Total downloads10 ( #235,035 of 1,726,249 )
Recent downloads (6 months)1 ( #369,877 of 1,726,249 )
How can I increase my downloads?