Governmental, political and pedagogic subjectivation: Foucault with Rancière

Educational Philosophy and Theory 42 (5-6):588-605 (2010)
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Abstract

Starting from a Foucaultian perspective, the article draws attention to current developments that neutralise democracy through the 'governmentalisation of democracy' and processes of 'governmental subjectivation'. Here, ideas of Rancière are introduced in order to clarify how democracy takes place through the paradoxical process of 'political subjectivation', that is, a disengagement with governmental subjectivation through the verification of one's equality in demonstrating a wrong. We will argue that democracy takes place through the paradoxical process of political subjectivation, and that today's consensus society tends to depoliticize all processes of subjectivation. A final step in the argumentation is to introduce the concept of 'pedagogic subjectivation'—to be understood as the experience of potentiality—that is to be distinguished from governmental subjectivation and also from political subjectivation. The concept 'pedagogic subjectivation' is proposed as a way of thinking of the school as a public place.

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References found in this work

Der philosophische Diskurs der Moderne.Jürgen Habermas - 1987 - Zeitschrift für Philosophische Forschung 41 (4):682-685.
Der philosophische Diskurs der Moderne.Jürgen Habermas - 1986 - Revue de Métaphysique et de Morale 91 (4):561-562.
Foucault revolutionizes history.Paul Veyne - 1997 - In Arnold Ira Davidson (ed.), Foucault and His Interlocutors. University of Chicago Press. pp. 146--82.

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