Graduate studies at Western
Educational Philosophy and Theory 42 (5):606-617 (2010)
|Abstract||In this article I discuss the role of the immigrant in Swedish society and especially how such a role is construed through what I call the myth of schooling, that is, the normalization of an arbitrary distribution of wealth and power. I relate this myth to the idea of consensual democracy as it is expressed through an implicit idea of what it means to be Swedish. I not only critique the processes through which immigrants are discriminated against or excluded from Swedish society but also try to shift the understanding of the conditions under which such exclusion is possible in the first place. Being Swedish is that which the immigrant is not. What I argue and give examples of is that the 'no name' immigrant becomes a possibility for democracy to happen when he or she claims his or her presence in the demos, in such a way as to make evident a split in the self-understanding of a purely consensual Swedish democracy. In the article I argue that what is needed in order to go beyond the myth of schooling, is a pedagogy of dissensus contesting the normalizing of an unequal social order by making it contingent.|
|Keywords||myth of schooling subjectification emancipation singular universal a pedagogy of dissensus|
|Categories||categorize this paper)|
|Through your library||Configure|
Similar books and articles
Jessica A. Folkart (2012). The Ethics of Spanish Identity and In-Difference. Philosophy and Literature 35 (2):216-232.
Patti Tamara Lenard (2010). What's Unique About Immigrant Protest? Ethical Theory and Moral Practice 13 (3):315 - 332.
Celia Bardwell-Jones (2011). The Space Between: The Politics of Immigration in Asian/Pacific Islander America. The Pluralist 5 (3):49-55.
Joerg Dietz & S. Pugh (2004). I Say Tomato, You Say Domate:Differential Reactions to English-Only Workplace Policies by Persons From Immigrant and Non-Immigrantfamilies. [REVIEW] Journal of Business Ethics 52 (4):365 - 379.
Daniel Friedrich, Bryn Jaastad & Thomas S. Popkewitz (2010). Democratic Education: An (Im)Possibility That yet Remains to Come. Educational Philosophy and Theory 42 (5-6):571-587.
Thomas S. Popkewitz (2010). Democratic Education: An (Im)Possibility That yet Remains to Come. Educational Philosophy and Theory 42 (5):571-587.
Maarten Simons & Jan Masschelein (eds.) (2011). Rancière, Public Education and the Taming of Democracy. Wiley-Blackwell.
Shaomeng Li (2011). Cooperation, Competition, and Democracy. Frontiers of Philosophy in China 6 (2):273-283.
Added to index2010-07-07
Total downloads5 ( #170,097 of 739,304 )
Recent downloads (6 months)1 ( #61,243 of 739,304 )
How can I increase my downloads?