Citations of work:

Peter Pericles Trifonas & Michael Peters (eds.) (2003). Derrida, Deconstruction, and Education: Ethics of Pedagogy and Research.

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  1.  6
    The Enunciation of the Subject: Sharing Jean-Luc Nancy’s Singular Plural in the Classroom.Ashok Collins - 2015 - Educational Philosophy and Theory 47 (8):774-785.
  2.  12
    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 (...)
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  3.  20
    Derrida on Teaching: The Economy of Erasure.Charles W. Bingham - 2007 - Studies in Philosophy and Education 27 (1):15-31.
  4.  11
    Centring the Subject in Order to Educate.R. Scott Webster - 2007 - Educational Philosophy and Theory 39 (5):519–530.
    It is important for educators to recognise that the various calls to decentre the subject—or self—should not be interpreted as necessarily requiring the removal of the subject altogether. Through the individualism of the Enlightenment the self was centred. This highly individualistic notion of the sovereign self has now been decentred especially through post‐structuralist literature. It is contended here however, that this tendency to decentre the subject has been taken to an extreme at times, especially by some designers of school frameworks (...)
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