Citations of work:

Michael A. Peters (2009). Derrida, Deconstruction, and the Politics of Pedagogy.

13 found
Order:
Are we missing citations?

PhilPapers citations & references are currently in beta testing. We expect to add many more in the future.

Meanwhile, you can use our bibliography tool to import references for this or another work.

Or you can directly add citations for the above work:

  1.  25
    Three Naive Questions: Addressed to the Modern Educational Optimism.Predrag Krstić - 2016 - Studies in Philosophy and Education 35 (2):129-144.
    This paper aims to question anew the popular and supposedly self-evident affirmation of education, in its modern incarnation as in its historical notion. The “naive” questions suggest that we have recently taken for granted that education ought to be for the masses, that it ought to be upbringing, and that it is better than ignorance. Drawing on the tradition that calls such an understanding of education into question, the author shows that the hidden costs of disregarding such reflection end up, (...)
    Direct download (2 more)  
     
    Export citation  
     
    My bibliography  
  2.  7
    To Be As Not To Be: In Search of an Alternative Humanism in the Light of Early Daoism and Deconstruction.Ruyu Hung - 2015 - Journal of Philosophy of Education 49 (3):418-434.
    Humanism and humanistic education have been recognised as an issue of the utmost importance, whether in the East or in the West. Underpinning the Eastern and Western humanism is a common belief that there is an essence or essences of humanness. In the Confucian tradition, the core of humanity lies in the idea of ‘ren’; in the Platonic tradition, ‘rationality’. For some critics, this belief may lead to violence as much as justice. One way to be aware of the danger (...)
    Direct download (4 more)  
     
    Export citation  
     
    My bibliography  
  3.  64
    Time, Individualisation, and Ethics: Relating Vladimir Nabokov and Education.Herner Sæverot - 2014 - Educational Philosophy and Theory 46 (1):1-14.
    Direct download (8 more)  
     
    Export citation  
     
    My bibliography  
  4.  24
    Freedom Reconsidered: Heteronomy, Open Subjectivity, and the 'Gift of Teaching'.Guoping Zhao - 2014 - Studies in Philosophy and Education 33 (5):513-525.
    This paper analyzes the entanglement of the modern concepts of freedom, autonomy, and the modern notion of the subject and how a passion for and insistence on freedom has undermined the reconstruction of human subjectivity in Heidegger and Foucault, and how such passion has also limited the educational effort at addressing the problems brought to education by the modern notion of the subject. Drawing on Levinas, it suggests that a new understanding of freedom as heteronomy will allow us to envision (...)
    Direct download (2 more)  
     
    Export citation  
     
    My bibliography   3 citations  
  5.  29
    Educational Hospitality and Trust in Teacher–Student Relationships: A Derridarian Visiting.Ruyu Hung - 2013 - Studies in Philosophy and Education 32 (1):87-99.
  6.  8
    Exploring ‘Gift’ Theories for New Immigrants' Literacy Education in Taiwan.Ho‐Chia Chueh - 2012 - Educational Philosophy and Theory 44 (10):1110-1120.
    This paper addresses ‘the gift’ as the central concept in a discussion about the literacy education for new immigrants that has been developing in Taiwan since the early 1990s. The point of departure for this discussion is the advent of international marriages that are the consequence of new arrivals from Southeast Asia and China, and their effect guest/host relationship. In the first half of the article, I apply Marcel Mauss' idea of gift in order to examine the interactions within this (...)
    Direct download (9 more)  
     
    Export citation  
     
    My bibliography  
  7.  41
    The European 'We': From Citizenship Policy to the Role of Education.Maria Olson - 2012 - Studies in Philosophy and Education 31 (1):77-89.
    This article sheds light on the European Union’s policy on citizenship; on the collective dimension of this policy, its ‘we’. It is argued that the inclusive, identity-constituting forces prominent in EU policy on European citizenship serve as a basis for the exclusion of people, which is illustrated by the recent expulsion of Romani from France. Based on a reading of Derrida, the twofold aim of this article is to reformulate the concept of a European citizenship ‘we’ and secondly, to outline (...)
    Direct download (5 more)  
     
    Export citation  
     
    My bibliography  
  8.  25
    Crossing the Divide Within Continental Philosophy: Reconstruction, Deconstruction, Dialogue and Education.Marianna Papastephanou - 2012 - Studies in Philosophy and Education 31 (2):153-170.
    In this article I explore some points of convergence between Habermas and Derrida that revolve around the intersection of ethical and epistemological issues in dialogue. After some preliminary remarks on how dialogue and language are viewed by Habermas and Derrida as standpoints for departing from the philosophy of consciousness and from logocentric metaphysics, I cite the main points of a classroom dialogue in order to illustrate the way in which the ideas of Habermas and Derrida are sometimes received as well (...)
    Direct download (5 more)  
     
    Export citation  
     
    My bibliography   1 citation  
  9.  11
    Systematic Thinking on Dialogical Education.Ariel Sarid - 2012 - Educational Philosophy and Theory 44 (9):926-941.
    Dialogic or dialogical education is an umbrella term that encompasses a myriad of different and at times conflicting approaches. As there is no agreed-upon definition of ‘dialogue’ (not that there is or should be one unified definition), and even fewer clear and systematic guidelines for application, researchers and practitioners in the DE field are faced with countless questions and dilemmas. My aim in this paper is therefore to offer some ideas for a general outline of how to employ systematic thinking (...)
    Direct download (7 more)  
     
    Export citation  
     
    My bibliography   1 citation  
  10.  2
    Praising Otherwise.Herner Saeverot - 2011 - Journal of Philosophy of Education 45 (3):455-473.
  11.  12
    Praising Otherwise.Herner Sæverot - 2011 - Journal of Philosophy of Education 45 (3):455-473.
    After providing a general overview and critique of some of the main problems with teacher praise, in which I basically argue that praise binds and controls the students instead of liberating them, I go on to examine whether it is possible to praise without the intention to control the students. In this way I challenge conventional and standardising ways of praising, and argue that it is possible to make room for the singularity and uniqueness of students through praise.
    Direct download (5 more)  
     
    Export citation  
     
    My bibliography   1 citation  
  12.  25
    Review of Michael A. Peters and Gert Biesta, Derrida, Deconstruction, and the Politics of Pedagogy. [REVIEW]Claudia W. Ruitenberg - 2010 - Studies in Philosophy and Education 29 (1):77-84.
  13.  48
    Witnessing Deconstruction in Education: Why Quasi-Transcendentalism Matters.Gert Biesta - 2009 - Journal of Philosophy of Education 43 (3):391-404.
    Deconstruction is often depicted as a method of critical analysis aimed at exposing unquestioned metaphysical assumptions and internal contradictions in philosophical and literary language. Starting from Derrida's contention that deconstruction is not a method and cannot be transformed into one, I make a case for a different attitude towards deconstruction, to which I refer as 'witnessing'. I argue that what needs to be witnessed is the occurrence of deconstruction and, more specifically, the occurrence of metaphysics-in-deconstruction. The point of witnessing metaphysics-in-deconstruction (...)
    Direct download (6 more)  
     
    Export citation  
     
    My bibliography   11 citations