Tragedy and Teaching: The education of narrative

Educational Philosophy and Theory 45 (11):1162-1174 (2013)
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Abstract

This is the second of two articles that are connected in a reading of The plague by Albert Camus. The other article is a determined narration of the events of a tragedy that befalls a city on the coast of Algeria. That article resists analysis beyond the decisions that are made regarding text to use, and of course interpretations to make. This article is juxtaposed to the first, with the intention of taking key themes of education and narration and considering them within the context of another tragedy and another kind of narration. In this article the narratives of government education policy are considered in relation to the event of a tragic earthquake in Christchurch, New Zealand. The government narratives are then replaced by the narratives of Oran to consider alternative ways of thinking about tragedy and education and in particular to think about the ways in which the narrative relates to the tragedy and to any learning that might happen as a result of, and during, a tragedy.

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Citations of this work

The educational cost of philosophical suicide: What it means to be lucid.Simone Thornton - 2019 - Educational Philosophy and Theory 51 (6):608-618.
Engagement as dialogue: Camus, pragmatism and constructivist pedagogy.Gilbert Burgh & Simone Thornton - 2015 - Education as Philosophies of Engagement, 44th Annual Conference of the Philosophy of Education Society of Australasia, Kingsgate Hotel, Hamilton, New Zealand, 22–25 November 2014.

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References found in this work

The birth of tragedy.Friedrich Wilhelm Nietzsche - 1872 - New York: Oxford University Press. Edited by Oscar Levy & William A. Haussmann.
The Birth of Tragedy.Friedrich Wilhelm Nietzsche - 1992 [1886] - New York: Oxford University Press UK. Edited by Oscar Levy & William A. Haussmann.

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