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  1. added 2018-10-09
    The Notion of Pedagogical Authority in the Community of Inquiry.Peter Paul E. Elicor - 2017 - Kritike 11 (2):80-92.
    This article explores the notion of pedagogical authority as exercised in the Community of Inquiry, the method for facilitating Philosophy for Children (P4C). It argues that the teachers’ pedagogical authority in a Community of Inquiry is not predicated on their intellectual superiority or status. Rather it finds its legitimacy in their role as instigators of students’ thinking skills, which are assumed to be already possessed by the learners. This thesis is discussed in relation to Rancière’s concept of the dissociation of (...)
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  2. added 2018-10-09
    De maestros y poetas. Educación y arte en Nietzsche y Rancière.Leonardo Javier Colella - 2014 - Educação E Filosofia 28 (56):827-840.
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  3. added 2018-10-09
    Teaching Reading: The Case of Marx in FranceLire le Capital, Chapter III"Mode d'Emploi Pour Une Reedition de Lire le Capital"La Lecon D'Althusser.Jeffrey Mehlman & Jacques Ranciere - 1976 - Diacritics 6 (4):10.
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  4. added 2018-09-04
    Redistributing the Sensory : The Critical Pedagogy of Jacques Rancière.Cath Lambert - 2012 - Critical Studies in Education 53 (2):211-227.
    Jacques Rancière remains neglected within educational debates. In this paper I examine the potential of his philosophies for enacting critical interventions in relation to contemporary educational concerns. Rancière argues against the progressive temporality of pedagogic relations and provides an alternative thesis that equality is a point of departure for social and pedagogic encounters. He also emphasises the importance of aesthetics and the ‘distribution of the sensible’ as a mechanism for understanding who is un/able to be seen, speak and produce knowledge. (...)
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  5. added 2018-06-23
    De onwetende meester als voorbeeld - Jacques Ranciere: van praktijk naar principe.Martijn Boven - 2017 - Wijsgerig Perspectief 3 (57):6-15.
    Bestaat de kernactiviteit van de meester erin om zijn eigen kennis uit te leggen en over te dragen? De Franse filosoof Jacques Rancière laat zien dat een gelegenheidsexperiment van Joseph Jacotot ons een ander voorbeeld aanreikt: de onwetende meester. In zijn boek De onwetende meester: vijf lessen over intellectuele emancipatie (Le maître ignorant: Cinq leçons sur l'émancipation intellectuelle) stelt hij dat de onwetende meester evengoed of zelfs beter in staat is leerlingen iets te leren dan de wetende meester. Rancière neemt (...)
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  6. added 2018-03-28
    Teaching as Attention Formation : A Relational Approach to Teaching and Attention.Rytzler Johannes - 2017 - Dissertation, Mälardalen University
    The purpose of the thesis is to put forth and explore a notion of teaching as a practice of attention formation. Drawing on educational philosophy and the Didaktik/Pädagogik-traditions, teaching is explored as a relational and lived-though practice that can promote, form, and share attention. In the context of teaching, attention is connected to the acts of showing and observing. As such, teaching can be seen as a complex of relations that emerges through the intersection of the intentions of the one (...)
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  7. added 2018-03-28
    Childhood, Education and Philosophy: Notes on Deterritorialisation.Walter Kohan - 2011 - Philosophy of Education 45 (2):339-357.
    This paper aims to argue how education might be considered and practised if not under the logic of the formation of childhood. As such, it puts into question the traditional way of considering children as representing adults' opportunity to impose their own ideals, and considering education to be an appropriate instrument for such an end. More specifically, it considers how the purposes of practising philosophy with children might be affirmed as other than in the service of the social and political (...)
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  8. added 2018-03-28
    The Hatred of Public Schooling: The School as the Mark of Democracy.Maarten Simons Jan Masschelein - 2010 - Educational Philosophy and Theory 42 (5-6):666-682.
    This article takes up a text that Rancière published shortly after The Ignorant School Master appeared in French, ‘École, production, égalité’[School, Production, Equality], in which he sketched the school as being preeminently the place of equality. In this vein, and opposed to the story of the school as the place where inequality is reproduced and therefore in need of reform, the article wants to recount the story of the school as the invention of a site of equality and as primordially (...)
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  9. added 2018-03-28
    Settling No Conflict in the Public Place: Truth in Education, and in Rancièrean Scholarship.Charles Bingham - 2010 - Educational Philosophy and Theory 42 (5-6):649-665.
    This essay offers an educational understanding of truth deriving from the work of Jacques Rancière. Unlike other educational accounts—the traditional, progressive, and critical accounts—of truth that take education as a way of approaching pre‐existing truths, this essay establishes an account of truth that is intrinsic to education. It uses Rancière's language theory to do so, showing that Rancière's own perspective on truth is in fact opposed to the one so often promoted in and through education. To conclude, the essay explores (...)
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  10. added 2018-03-28
    Democratic Education: An Possibility That yet Remains to Come.Bryn Jaastad Daniel Friedrich - 2010 - Educational Philosophy and Theory 42 (5-6):571-587.
    Efforts to develop democratic schools have moved along particular rules and standards of ‘reasoning’ even when expressed through different ideological and paradigmatic lines. From attempts to make a democratic education to critical pedagogy, different approaches overlap in their historical construction of the reason of schooling: designing society by designing the child. These approaches to democracy make inequality into the premise of equality, assuming a consensual partition of the world and the need for specific agents to monitor partitioned boundaries, thus reinserting (...)
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  11. added 2018-03-28
    Queer Politics in Schools: A Rancièrean Reading.Claudia W. Ruitenberg - 2010 - Educational Philosophy and Theory 42 (5-6):618-634.
    The perceptibility and intelligibility of queer students and teachers have been a central theme in queer politics in education. Can queer teachers be ‘out’ to their colleagues and students? Can queer relationships be seen at the school prom? Can queerness be seen and heard? At the same time, perceptibility and intelligibility are by no means uncontested political goals. This paper analyzes different school initiatives by and/or for queer students and asks how political these initiatives are from the perspective of Jacques (...)
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  12. added 2018-03-28
    The Public Role of Teaching: To Keep the Door Closed.Goele Cornelissen - 2010 - Educational Philosophy and Theory 42 (5-6):523-539.
    In this article, I turn my attention to the figure of the ignorant master, Joseph Jacotot, that is depicted in The Ignorant Schoolmaster. Five Lessons in Intellectual Emancipation. I will show that the voice of Jacotot can actually be read as a reaction against the progressive figure of the teacher which, following Rancière's view, can be seen as effecting a stultification. In some respects, however, Rancière's analysis of the pedagogical order no longer seems to be valid in today's partly reconfigured, (...)
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  13. added 2018-03-28
    Learner, Student, Speaker: Why It Matters How We Call Those We Teach.Gert Biesta - 2010 - Educational Philosophy and Theory 42 (5-6):540-552.
    In this paper I discuss three different ways in which we can refer to those we teach: as learner, as student or as speaker. My interest is not in any aspect of teaching but in the question whether there can be such a thing as emancipatory education. Working with ideas from Jacques Rancière I offer the suggestion that emancipatory education can be characterised as education which starts from the assumption that all students can speak. It starts from the assumption, in (...)
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  14. added 2018-03-28
    Endgame: Reading, Writing, Talking in a Faculty of Education.Jorge Larrosa - 2010 - Educational Philosophy and Theory 42 (5-6):683-703.
    The article offers a conversation with the ghost of the madman ‘Jacotot/Rancière’: one of the possible dialogues between the ignorant schoolmaster and my own perplexities in what I feel to be an endgame. Is there any point at the present time, in the declining mercantilist university, in pondering once again the issue of the place of philosophy in institutions responsible for training people who will work in the sphere of education? ‘We’ knew the old words, so the article goes, but (...)
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  15. added 2018-03-25
    From the History of Philosophy of Education.ИЗ ИСТОРИИ ФИЛОСОФИИ ОБРАЗОВАНИЯ, Autonomy In Kant & Jacques Rancière - 2010 - Educational Theory 60 (1):39-59.
  16. added 2018-03-25
    Education in the Realm of the Senses: Understanding Paulo Freire's Aesthetic Unconscious Through Jacques Rancière.Tysonedward Lewis - 2009 - Journal of Philosophy of Education 43 (2):285-299.
  17. added 2018-03-25
    Sujets en cours.Giuseppina Mecchia - 2005 - Multitudes 4 (4):219-227.
    In societies founded on communication, it is increasingly important to think about the formation of subjectivities and of their political function. In this context, a reflection concerning a course given on these themes at the University of Pittsburgh in the Spring of 2004 tries to identify strategies of positive engagement in the contemporary social and political milieu. The presence of writers such as Antonio Negri and Jacques Rancière in a class syllabus will be considered as a contribution to the autonomous (...)
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  18. added 2018-03-22
    Psycho-Politicising Educational Subjectivity: A Posthumanist Consideration of Rancière and Lacan.Sajad Kabgani, Richard Niesche & Kalervo N. Gulson - 2017 - Educational Philosophy and Theory 50 (13):1259-1270.
    Drawing on the aesthetic theory of Jacques Rancière and the Lacanian conception of lack, this paper offers an intervention into the notion of subjectivity which can be applied in critical studies of education. Critiquing the progressive and knowledge-oriented ideology of neoliberal systems, Rancière depicts a world in which politics turns out to delimit the subject’s perceptual experience and in this way, argues that what remains out of this ideological demarcation is susceptible to a challenge of the social order on which (...)
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  19. added 2018-03-22
    Re‐Envisioning Human Rights in the Light of Arendt and Rancière: Towards an Agonistic Account of Human Rights Education.Michalinos Zembylas - 2017 - Journal of Philosophy of Education 51 (4):709-724.
    This article takes up Arendt's ‘aporetic’ framing of human rights as well as Rancière's critique and suggests that reading them together may offer a way to re-envision human rights and human rights education —not only because they make visible the perplexities of human rights, but also in that they call for an agonistic understanding of rights; namely, the possibility to make new and plural political and ethical claims about human rights as practices that can be evaluated critically rather than taken (...)
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  20. added 2018-03-22
    Political and Aesthetic Equality in the Work of Jacques Rancière: Applying His Writing to Debates in Education and the Arts.Mcdonnell Jane - 2017 - Journal of Philosophy of Education 51 (2):387-400.
    This paper draws on insights from Jacques Rancière's writing on politics and aesthetics to offer new perspectives on debates in education and the arts. The paper addresses three debates in turn; the place of contemporary art in schools and gallery education, the role of art in democratic education and the blurring of boundaries between participatory art and community education. I argue that Rancière's work helps to illuminate some essentialist assumptions behind dichotomous arguments about contemporary art in the classroom—both over-hyped claims (...)
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  21. added 2018-03-22
    Teaching Without Explication: Pedagogical Lessons From Rancière's The Ignorant Schoolmaster in The Grand Budapest Hotel and The Emperor's Club.LaRocca David - unknown
    How can one teach what one does not know? Most film depictions of teaching follow a satisfying Aristotelian dramatic structure. But what if the teacher does not know what she is summoned to teach? And what if there were a theory of pedagogy that celebrated a teacher's ignorance rather than her authority or expertise? How or why, in Jacques Rancière’s parlance, an ‘ignorant schoolmaster’ may have a talent for teaching – that is, an efficacy and influence on student learning that (...)
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  22. added 2018-03-22
    Teaching Without Explication: Pedagogical Lessons From Rancière's The Ignorant Schoolmaster in The Grand Budapest Hotel and The Emperor's Club.LaRocca David - unknown
    How can one teach what one does not know? Most film depictions of teaching follow a satisfying Aristotelian dramatic structure. But what if the teacher does not know what she is summoned to teach? And what if there were a theory of pedagogy that celebrated a teacher's ignorance rather than her authority or expertise? How or why, in Jacques Rancière’s parlance, an ‘ignorant schoolmaster’ may have a talent for teaching – that is, an efficacy and influence on student learning that (...)
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  23. added 2018-03-22
    Governmental, Political and Pedagogic Subjectivation: Foucault with Rancière.Jan Masschelein - 2010 - Educational Philosophy and Theory 42 (5-6):588-605.
    Starting from a Foucaultian perspective, the article draws attention to current developments that neutralise democracy through the 'governmentalisation of democracy' and processes of 'governmental subjectivation'. Here, ideas of Rancière are introduced in order to clarify how democracy takes place through the paradoxical process of 'political subjectivation', that is, a disengagement with governmental subjectivation through the verification of one's equality in demonstrating a wrong. We will argue that democracy takes place through the paradoxical process of political subjectivation, and that today's consensus (...)
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  24. added 2018-03-22
    Why Ranciére Now?Joseph J. Tanke - 2010 - Journal of Aesthetic Education 44 (2):1.
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  25. added 2018-03-22
    Hatred of Democracy ... And of the Public Role of Education? Introduction to the Special Issue on Jacques Rancière.Jan Masschelein Maarten Simons - 2010 - Educational Philosophy and Theory 42 (5-6):509-522.
    The article presents an introduction to the Special Issue on the French philosopher Jacques Rancière who raises a provocative voice in the current public debate on democracy, equality and education. Instead of merely criticizing current practices and discourses, the attractiveness of Rancière's work is that he does try to formulate in a positive way what democracy is about, how equality can be a pedagogic or educational concern, and what the public and democratic role of education is. His work opens up (...)
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  26. added 2018-03-22
    Governmental, Political and Pedagogic Subjectivation: Foucault with Rancière.Jan Masschelein Maarten Simons - 2010 - Educational Philosophy and Theory 42 (5-6):588-605.
    Starting from a Foucaultian perspective, the article draws attention to current developments that neutralise democracy through the ‘governmentalisation of democracy’ and processes of ‘governmental subjectivation’. Here, ideas of Rancière are introduced in order to clarify how democracy takes place through the paradoxical process of ‘political subjectivation’, that is, a disengagement with governmental subjectivation through the verification of one's equality in demonstrating a wrong. We will argue that democracy takes place through the paradoxical process of political subjectivation, and that today's consensus (...)
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  27. added 2018-03-22
    Paulo Freire's Last Laugh: Rethinking Critical Pedagogy's Funny Bone Through Jacques Rancière.Tyson Edward Lewis - 2010 - Educational Philosophy and Theory 42 (5-6):635-648.
    In several enigmatic passages, Paulo Freire describes the pedagogy of the oppressed as a ‘pedagogy of laughter’. The inclusion of laughter alongside problem‐posing dialogue might strike some as ambiguous, considering that the global exploitation of the poor is no laughing matter. And yet, laughter seems to be an important aspect of the pedagogy of the oppressed. In this paper, I examine the role of laughter in Freire's critical pedagogy through a series of questions: Are all forms of laughter equally emancipatory? (...)
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  28. added 2018-03-22
    Under the Name of Method: On Jacques Rancière's Presumptive Tautology.Charles Bingham - 2009 - Philosophy of Education 43 (3):405-420.
    This paper investigates the philosophical method of Jacques Rancière, with special attention to use of the ‘presumptive tautology’. It distinguishes between the Enlightenment conception of method as universally applicable technique, and the philosophical conception of method as a certain style that has been invented by a certain person. Ultimately, the paper puts the methodology of Rancière's The Ignorant Schoolmaster under scrutiny.
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  29. added 2018-02-02
    Nick Hewlett, Badiou, Balibar, Ranciere: Re-Thinking Emancipation Reviewed By.Bryan Smyth - 2008 - Philosophy in Review 28 (6):411-413.
  30. added 2017-09-12
    Rancire, Public Education and the Taming of Democracy.Maarten Simons & Jan Masschelein (eds.) - 2011 - Wiley-Blackwell.
    _Rancière, Public Education and the Taming of Democracy_ introduces the political and educational ideas of Jacques Rancière, a leading philosopher increasingly important in educational theory. In light of his ideas, the volume explores the current concern for democracy and equality in relation to education. The book introduces and discusses the works of Jacques Rancière, a leading philosopher increasingly important in the field of educational theory and philosophy The volume will have a broad appeal to those in the field of education (...)
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  31. added 2017-09-12
    From Emancipation to Obligation: Sketch for a Heteronomous Politics of Education.Bill Readings - 1995 - In Michael Peters (ed.), Education and the Postmodern Condition. Bergin & Garvey. pp. 193--208.
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  32. added 2017-08-29
    Untology. Dunne - 2016 - Philosophy and Rhetoric 49 (4):571-588.
    What does it mean to be un? This is not my question; it’s Jacques Rancière’s. In what follows I assign myself the simple task of explaining this turbulent little prefix and of recounting what this un connotes in Jacques Rancière’s work. More specifically, I tease out what it means in view of his prodigious writings on the politics and practice of education, of what it means to teach, to learn, and to fail to do either, of the aftermath of knowing (...)
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  33. added 2017-08-29
    Teaching Without Explication: Pedagogical Lessons From Rancière's The Ignorant Schoolmaster in The Grand Budapest Hotel and The Emperor's Club.LaRocca David - unknown
    How can one teach what one does not know? Most film depictions of teaching follow a satisfying Aristotelian dramatic structure. But what if the teacher does not know what she is summoned to teach? And what if there were a theory of pedagogy that celebrated a teacher's ignorance rather than her authority or expertise? How or why, in Jacques Rancière’s parlance, an ‘ignorant schoolmaster’ may have a talent for teaching – that is, an efficacy and influence on student learning that (...)
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  34. added 2017-08-29
    Teaching Without Explication: Pedagogical Lessons From Rancière's The Ignorant Schoolmaster in The Grand Budapest Hotel and The Emperor's Club.LaRocca David - unknown
    How can one teach what one does not know? Most film depictions of teaching follow a satisfying Aristotelian dramatic structure. But what if the teacher does not know what she is summoned to teach? And what if there were a theory of pedagogy that celebrated a teacher's ignorance rather than her authority or expertise? How or why, in Jacques Rancière’s parlance, an ‘ignorant schoolmaster’ may have a talent for teaching – that is, an efficacy and influence on student learning that (...)
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  35. added 2017-08-29
    Rhetoric, Poetics, and Jacques Rancière's The Ignorant Schoolmaster: Five Lessons in Intellectual Emancipation. Ewalt - 2016 - Philosophy and Rhetoric 49 (1):26-48.
    I like punk rock. I like girls with weird eyes. I like drugs but my body and mind won’t allow me to take them. I like passion. I like things that are built well. I like innocence. I like and am grateful for the blue collar worker whos existence allows Artists to not have to work at menial jobs. I like killing gluttony. I like playing my cards wrong. I like various styles of music. I like making fun of musicians (...)
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  36. added 2017-08-29
    Jacques Rancière and the Contemporary Scene : The Philosophy of Radical Equality.Jean-Philippe Deranty & Alison Ross - 2012 - London: Continuum Publishing.
    The book forms the first critical study of Jacques Rancière’s impact and contribution to contemporary theoreticaland interdisciplinary studies. It showcases the work of leading scholars infields such as political theory, history and aesthetic theory; each of whom areuniquely situated to engage with the novelty of Rancière’s thinking withintheir respective fields. Each of the essays provides aninvestigation into the critical stance Rancière takes towards hiscontemporaries, concentrating on the versatile application of his thought todiverse fields of study. The aim ofthis collection is (...)
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  37. added 2017-08-29
    Jacques Rancire.Oliver Davis - 2010 - Polity.
    This book is a critical introduction to contemporary French philosopher Jacques Rancière. It is the first introduction in any language to cover all of his major work and offers an accessible presentation and searching evaluation of his significant contributions to the fields of politics, pedagogy, history, literature, film theory and aesthetics. This book traces the emergence of Rancière’s thought over the last forty-five years and situates it in the diverse intellectual contexts in which it intervenes. Beginning with his egalitarian critique (...)
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  38. added 2016-12-08
    Ranciere Now.Oliver Davis - 2013 - Polity.
    The French philosopher Jacques Rancière is well known across the world for his groundbreaking contributions to aesthetic and political theory and for his radical rethinking of the question of equality. This much-needed new collection situates Rancière's thought in a range of practical and theoretical contexts. These specially commissioned essays cover the complete history of Rancière's work and reflect its interdisciplinary reach. They span his early historical research of the 1960s and '70s, his celebrated critique of pedagogy and his later political (...)
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  39. added 2016-12-05
    Jacques Rancire.Oliver Davis - 2013 - Polity.
    This book is a critical introduction to contemporary French philosopher Jacques Rancière. It is the first introduction in any language to cover all of his major work and offers an accessible presentation and searching evaluation of his significant contributions to the fields of politics, pedagogy, history, literature, film theory and aesthetics. This book traces the emergence of Rancière’s thought over the last forty-five years and situates it in the diverse intellectual contexts in which it intervenes. Beginning with his egalitarian critique (...)
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  40. added 2015-05-18
    Alphabetization as Emancipatory Practice: Freire, Rancière, and Critical Pedagogy.Joris Vlieghe - forthcoming - Philosophy of Education.
  41. added 2015-05-18
    Jacques Ranciere and the Contemporary Scene: The Evidence of Equality and the Practice of Writing.Jean-Philippe Deranty & Alison Ross - 2012 - In Jacques Ranciere and the Contemporary Scene: The Philosophy of Radical Equality. London: Continuum. pp. 1-13.
  42. added 2015-05-18
    Restaging Ranciere: New Scenes of Equality and Democracy in Education.Meredith Whittaker - 2011 - Dissertation, Proquest
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  43. added 2015-05-18
    Jacques Rancière: Key Concepts.Jean-Philippe Deranty (ed.) - 2010 - Routledge.
    Although relatively unknown a decade ago, the work of Jacques Ranciere is fast becoming a central reference in the humanities and social sciences. His thinking brings a fresh, innovative approach to many fields, notably the study of work, education, politics, literature, film, art, as well as philosophy. This is the first, full-length introduction to Ranciere's work and covers the full range of his contribution to contemporary thought, presenting in clear, succinct chapters the key concepts Ranciere has developed in his writings (...)
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  44. added 2015-05-18
    Premisas y antecedentes de la actual revolución educativa. El caso de la Educación Secundaria en España.F. Javier Mestre Marcotegui - 2005 - Logos. Anales Del Seminario de Metafísica [Universidad Complutense de Madrid, España] 38:337-349.
    Secondary education in Spain suffers a process o permanent legal change that only deepens the helplessness of the public sector and general degradation of the system. In this article, actual moment of general law reform is reviewed and a general change of discussion parameters is proposed.
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  45. added 2015-05-18
    Education for Emancipation: Three Lessons.A. T. Nuyen - 1998 - Journal of Thought 33:43-60.
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  46. added 2015-05-18
    Jacotot.Jean-franðcois Garcia - 1997
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  47. added 2015-05-18
    Democracy, Equality and Education in a Bi‐Cultural Society.Ivan Snook - 1995 - Educational Philosophy and Theory 27 (2):1–14.
  48. added 2014-09-02
    Reimagining the Role of Art in the Relationship Between Democracy and Education.Jane McDonnell - 2014 - Educational Philosophy and Theory 46 (1):1-13.
    Increased attention to the relationship between democracy and education in the UK has been accompanied over the past thirteen years by an interest in how art can be used to promote democratic citizenship.While this approach has led to increased funding for the arts, it is not without its problems,and has often entailed an apolitical and instrumentalist view of both art and education. This paper turns to the political philosophy of Mouffe and Rancière, the work of Rancière in aesthetics, and Biesta’s (...)
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  49. added 2014-09-02
    Of Slumdogs and Schoolmasters: Jacotot, Rancière and Mitra on Self-Organized Learning.Richard Stamp - 2013 - Educational Philosophy and Theory 45 (6):647-662.
    This article argues that the concept and practice of ?self-organized learning?, as pioneered by Sugata Mitra (and his team) in the ?Hole-in-the-Wall? experiments (1999?2005) that inspired the novel Q & A (2006) and the resulting movie, Slumdog millionaire (2008) bear direct, but not uncritical comparison with Jacques Rancière?s account of ?universal teaching? discovered by maverick nineteenth century French pedagogue Joseph Jacotot. In both cases, it is argued, there is a deliberate dissociation of two functions of ?teaching? that are often conflated: (...)
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  50. added 2014-09-02
    Jacques Rancière's Aesthetic Regime and Democratic Education. Lewis - 2013 - Journal of Aesthetic Education 47 (2):49-70.
    In the novel The City and the City, by China Mieville, the reader follows the Kafkaesque journey of Inspector Tyador Borlu through a labyrinthian political conspiracy set in two politically autonomous yet territorially overlapping cities: Beszel and Ul Qoma. Although “grosstopically” interwoven like topographic doppelgangers, the two cities are perceived as distinct political and cultural territories. Even as citizens from the two cities intermingle on divided streets, live in buildings where different floors exist in different cities, and children climb on (...)
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