Psycho-politicising educational subjectivity: A posthumanist consideration of Rancière and Lacan

Educational Philosophy and Theory 50 (13):1259-1270 (2017)

Abstract
Drawing on the aesthetic theory of Jacques Rancière and the Lacanian conception of lack, this paper offers an intervention into the notion of subjectivity which can be applied in critical studies of education. Critiquing the progressive and knowledge-oriented ideology of neoliberal systems, Rancière depicts a world in which politics turns out to delimit the subject’s perceptual experience and in this way, argues that what remains out of this ideological demarcation is susceptible to a challenge of the social order on which an ideology is based. While Rancière presents a meticulous reading of current pedagogic institutions, Lacan provides us with a definition of subject having the capacity to challenge the delimiting social order. The latter is achieved by theorising a subject inflicted by a double lack, realised both at the subjective and objective levels. This double negativity gives rise to the emergence of desire in the subject which in Lacan is the source of emancipation as it makes the subject not be satisfied by a given achievement, hence replacing one desire after another.
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DOI 10.1080/00131857.2017.1402677
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Educational Epistemologies and Methods in a More-Than-Human World.Helena Pedersen & Barbara Pini - 2017 - Educational Philosophy and Theory 49 (11):1051-1054.

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