Educational Philosophy and Theory 42 (5):540-552 (2010)
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 other words, that students neither lack a capacity for speech, nor that they are producing noise. The idea of the student as a speaker is not offered as an empirical fact but as a different starting point for emancipatory education, one that positions equality at the beginning of education, not at its end.
|Keywords||speaker Rancière learner democracy students politics emancipation democratic education|
|Categories||categorize this paper)|
References found in this work BETA
The Struggle for Recognition: The Moral Grammar of Social Conflicts.Axel Honneth - 1996 - MIT Press.
The Ignorant Schoolmaster: Five Lessons in Intellectual Emancipation.Jacques Rancière - 1991 - Stanford University Press.
A New Logic of Emancipation: The Methodology of Jacques Rancière.Gert Biesta - 2010 - Educational Theory 60 (1):39-59.
Citations of this work BETA
The Philosophy of Education as the Economy and Ecology of Pedagogical Knowledge.Christiane Thompson - 2015 - Studies in Philosophy and Education 34 (6):651-664.
Freeing Teaching From Learning: Opening Up Existential Possibilities in Educational Relationships.Gert Biesta - 2015 - Studies in Philosophy and Education 34 (3):229-243.
The World of Instruction: Undertaking the Impossible.Megan J. Laverty - 2014 - Ethics and Education 9 (1):42-53.
Intentionality and Thinking as ‘Hearing’. A Response to Biesta’s Agenda.Vasco D’Agnese - forthcoming - Educational Philosophy and Theory:1-16.
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