David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Educational Philosophy and Theory 43 (7):755-772 (2011)
This article presents a discussion of how postmodernist, poststructuralist and critical educational thinking relate to different theories of power. I argue that both Critical Theory and some poststructuralist ideas base themselves on a concept of power borrowed from a modernist tradition. I argue as well that we are better off combining a postmodern idea of education with a postmodern idea of power. To this end the concept of power presented by the works of Ernesto Laclau and Chantal Mouffe is introduced. This concept controverts a number of major educational concepts, i.e. concepts such as causality, autonomy, subjectivity and originality. In other words, it allows us to take a fresh look at old concepts. Finally, I relate the discussion to a number of recent theories of learning
|Keywords||post structuralism Critical Theory discourse analysis power learning post modernity|
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References found in this work BETA
Hannah Arendt (1982). Lectures on Kant's Political Philosophy. University of Chicago Press.
Gert Biesta (2002). How General Can Bildung Be? Reflections on the Future of a Modern Educational Ideal. Journal of Philosophy of Education 36 (3):377–390.
Nicholas C. Burbules (2000). Lyotard on Wittgenstein: The Differend, Language Games, and Education. In Pradeep Ajit Dhillon & Paul Standish (eds.), Lyotard: Just Education. Routledge. 36--53.
Wilfred Carr (1980/1995). For Education: Towards Critical Educational Inquiry. Open University Press.
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