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  1. Concerning the Question of Feasibility of Political-Civil Education: Israel as a Case Study.Eran Gusacov - 2020 - Studies in Philosophy and Education 39 (2):167-185.
    Educating students to become participatory citizens in their country is one of the explicit tasks of public education in a democratic-liberal state. In this article, I use civics education in Israel as a case study for the examination of the justification and the practicability of implementing political education in schools, as opposed to implementing its rivals –ideological education or a-political education. I argue that a liberal-democratic stance and its educational implication—political education—are two concepts submerged in ideology, and, as a result, (...)
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  • Learning in Democracy: Deliberation and Activism as Forms of Education.Rachel Wahl - 2019 - Studies in Philosophy and Education 38 (5):517-536.
    The press and scholars alike often bemoan the failure of civil public deliberation. Yet this insistence on civility excludes people who engage in adversarial tactics, limiting the ideas that are heard within deliberation. Drawing on a deliberative dialogue that occurred in Charlottesville, Virginia, in the aftermath of the deadly White Supremacist rally of 2017, this article reveals how the capacity of deliberation to be inclusive of diverse voices depends upon deliberators’ orientation to learn from people who do not participate in (...)
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  • The Ignorant Citizen: Mouffe, Rancière, and the Subject of Democratic Education.Gert Biesta - 2011 - Studies in Philosophy and Education 30 (2):141-153.
    Much work in the field of education for democratic citizenship is based on the idea that it is possible to know what a good citizen is, so that the task of citizenship education becomes that of the production of the good citizen. In this paper I ask whether and to what extent we can and should understand democratic citizenship as a positive identity. I approach this question by means of an exploration of four dimensions of democratic politics—the political community, the (...)
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  • Citizenship Education and Human Rights in Sites of Ethnic Conflict: Toward Critical Pedagogies of Compassion and Shared Fate. [REVIEW]Michalinos Zembylas - 2012 - Studies in Philosophy and Education 31 (6):553-567.
    The present essay discusses the value of citizenship as shared fate in sites of ethnic conflict and analyzes its implications for citizenship education in light of three issues: first, the requirements of affective relationality in the notion of citizenship-as-shared fate; second, the tensions between the values of human rights and shared fate in sites of ethnic conflict; and third, the ways in which citizenship education might overcome these tensions without falling into the trap of psychologization and instrumentalization, but rather focusing (...)
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  • Education and Articulation: Laclau and Mouffe’s Radical Democracy in School.Itay Snir - 2017 - Ethics and Education 12 (3):1-13.
    This paper outlines a theory of radical democratic education by addressing a key concept in Laclau and Mouffe’s Hegemony and Socialist Strategy: articulation. Through their concept of articulation, Laclau and Mouffe attempt to liberate Gramsci’s theory of hegemony from Marxist economism, and adapt it to a political sphere inhabited by a plurality of struggles and agents none of which is predominant. However, while for Gramsci the political process of hegemony formation has an explicit educational dimension, Laclau and Mouffe ignore this (...)
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  • How Does It Feel to Be a Citizen?Miguel Moreno & Andrés Mejía - 2016 - Ixtli 3 (5):105-137.
    Our starting point is the idea that different models of citizenship entail different ethos that define the ideal citizen, which in turn presuppose different emotions. We examine four models of citizenship: classic liberal, civic republican, deliberative democratic, and radical democratic. We suggest that their ideal citizens will be guided, respectively, by love of law, love of community or of country, love of truth and of justice, and love of the groups one belongs to and of power. Other political emotions ―such (...)
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  • On the (in)Tolerance of Hate Speech: Does It Have Legitimacy in a Democracy?Nuraan Davids - 2018 - Ethics and Education 13 (3):296-308.
    In May 2017, yet another South African university became a site of hate speech. Three students chose to display Nazi-inspired posters, which advertised an ‘Anglo-Afrikaner student’ event, under the motto ‘Fight for Stellenbosch’. That the posters provoked the response which it so obviously sought, was evident in the student outrage, and the swift condemnation from university management. Neither the prevalence of hate speech, nor its predictable responses, is new. The central concern of this article is to consider the extent to (...)
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  • Towards Eco-Reflexive Science Education.Jesper Sjöström, Ingo Eilks & Vânia G. Zuin - 2016 - Science & Education 25 (3-4):321-341.
    The modern world can be described as a globalized risk society. It is characterized by increasing complexity, unpredictable consequences of techno-scientific innovations and production, and its environmental consequences. Therefore, chemistry, just like many other knowledge areas, is in an ongoing process of environmentalization. For example, green chemistry has emerged as a new chemical metadiscipline and movement. The philosophy of green chemistry was originally based on a suggestion of twelve principles for environment-friendly chemistry research and production. The present article problematizes limitations (...)
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  • Democratic Education in the Mode of Populism.Andreas Mårdh & Ásgeir Tryggvason - 2017 - Studies in Philosophy and Education 36 (6):601-613.
    This paper seeks to bring John Dewey’s pragmatist philosophy of democratic education and the public into dialogue with Ernesto Laclau’s theory of populism. Recognizing populism as an integral aspect of democracy, rather than as its antithesis, the purpose of this paper is to provide a theoretical account of populism as being of educational relevance in two respects. First, it argues that the populist logic specifies a set of formal elements by which democratic education could operate as a collective enterprise. Second, (...)
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  • Critical Affective Civic Literacy: A Framework for Attending to Political Emotion in the Social Studies Classroom.Patrick Keegan - 2021 - Journal of Social Studies Research 45 (1):15-24.
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  • Sustaining What is Valuable: Contours of an Educational Language About Values.Lovisa Bergdahl & Elisabet Langmann - 2020 - Journal of Philosophy of Education 54 (5):1260-1277.
    Journal of Philosophy of Education, EarlyView.
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  • The Unproductiveness of Political Conflict in Education: A Nussbaumian Alternative to Agonistic Citizenship Education.Anniina Leiviskä & Iida Pyy - forthcoming - Journal of Philosophy of Education.
    Journal of Philosophy of Education, EarlyView.
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  • Education as/Against Cruelty: On Etienne Balibar's Violence and Civility.Remy Yi Siang Low - 2019 - Educational Philosophy and Theory 51 (6):640-649.
    The issue of violence and strategies for its attenuation present perennial conundrums for those seeking to reduce the quantity of avoidable suffering in the world. Despite the best efforts of committed practitioners, activists, and scholars, violence its various forms remain rife at all levels of social life. Paradoxically and tragically, at times, the proliferation of violence accompanies those very efforts aimed at its eradication or resolution. Education – understood in its narrower sense as a set of formal institutions as well (...)
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  • Concerning the Question of Feasibility of Political-Civil Education: Israel as a Case Study.Eran Gusacov - 2020 - Studies in Philosophy and Education 39 (2):167-185.
    Educating students to become participatory citizens in their country is one of the explicit tasks of public education in a democratic-liberal state. In this article, I use civics education in Israel as a case study for the examination of the justification and the practicability of implementing political education in schools, as opposed to implementing its rivals –ideological education or a-political education. I argue that a liberal-democratic stance and its educational implication—political education—are two concepts submerged in ideology, and, as a result, (...)
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  • 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 (...)
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  • From the Ethic of Hospitality to Affective Hospitality: Ethical, Political and Pedagogical Implications of Theorizing Hospitality Through the Lens of Affect Theory.Michalinos Zembylas - 2020 - Studies in Philosophy and Education 39 (1):37-50.
    The point of departure of this article is that hospitality in education has not been theorized in terms of emotion and affect, partly because its law have been discussed in ways that have not paid much attention to the role of emotion and affect. The analysis broadens our understanding of the ethics and politics of hospitality by considering it as a spatial and affective relational practice. In particular, concepts from affect theory such as the notion of affective atmospheres and atmospheric (...)
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  • An Education of Shared Fates: Recasting Citizenship Education.Sarah DesRoches - 2016 - Studies in Philosophy and Education 35 (6):537-549.
    In this paper I explore how citizenship education might position students as always/everywhere political to diminish the pervasive belief that one either is or is not a “political person.” By focusing on how liberal and radical democracy are both necessary frameworks for engaging with issues of power, I address how we might reframe citizenship education to highlight the ubiquity of politics, offering a deepened sense of democracy. This reframing of citizenship education entails highlighting how liberalism and radical democracy are mutually (...)
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  • Towards an Agonistic Cosmopolitanism: Exploring the Cosmopolitan Potential of Chantal Mouffe's Agonism.Tamara Caraus - 2016 - Critical Horizons 17 (1):94-109.
    By assuming the permanence of conflict, agonistic theories of politics are apparently incompatible with cosmopolitanism. Nevertheless, this paper aims to reveal the potential for a theory of cosmopolitanism in Chantal Mouffe's agonistic theory. In the first section, I present Mouffe's own critique of cosmopolitanism, pointing to its inconsistencies. The second section examines four aspects of Mouffe's agonism and explores their cosmopolitan potential. First, I argue that Mouffe's account of pluralism reveals the interconnectedness of political practices at different levels. Second, Mouffe's (...)
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  • Review of Michael Fielding and Peter Moss: Radical Education and the Common School: Routledge, 2011. [REVIEW]Eduardo M. Duarte - 2012 - Studies in Philosophy and Education 31 (5):491-500.
  • The Issue of ‘Radical Otherness’ in Contemporary Theories of Democracy and Citizenship Education.Anniina Leiviskä - forthcoming - Journal of Philosophy of Education.
  • Conflicting Epistemic Demands in Poststructuralist and Postcolonial Engagements With Questions of Complicity in Systemic Harm.Vanessa de Oliveira Andreotti - 2014 - Educational Studies: A Jrnl of the American Educ. Studies Assoc 50 (4):378-397.