6 found
  1.  14
    Retaking the Test.David Isaac Backer & Tyson Edward Lewis - 2015 - Educational Studies: A Jrnl of the American Educ. Studies Assoc 51 (3):193-208.
  2.  55
    The Architecture of Potentiality: Weak Utopianism and Educational Space in the Work of Giorgio Agamben.Tyson Edward Lewis - 2012 - Utopian Studies 23 (2):355-373.
    Italian critical theorist Giorgio Agamben is well known for his rigorous attempts to redefine political, aesthetic, and theological concepts through messianic categories. For Agamben, the messianic is not concerned with perpetual waiting for a savior to come and redeem the world. Rather, it concerns the radically open potentiality for action within the contemporary moment. While the temporality of the messianic moment has been emphasized both by Agamben and by the vast secondary literature that has provided ample reflections on his body (...)
    Direct download (5 more)  
    Export citation  
    Bookmark   4 citations  
  3.  68
    Education in the Realm of the Senses: Understanding Paulo Freire's Aesthetic Unconscious Through Jacques Rancière.Tyson Edward Lewis - 2009 - Journal of Philosophy of Education 43 (2):285-299.
    In this article I re-examine the role that aesthetics play in Paulo Freire's pedagogy of the oppressed. As opposed to the vast majority of scholarship in this area, I suggest that aesthetics play a more centralised role in pedagogy above and beyond arts-based curricula. To help clarify Freire's position, I will argue that underlying the linguistic resolution of the student/teacher dialectic in the problem-posing classroom is an accompanying shift in the very aesthetics of recognition. In order to demonstrate the always (...)
    Direct download (2 more)  
    Export citation  
    Bookmark   2 citations  
  4. Paulo Freire's Last Laugh: Rethinking Critical Pedagogy's Funny Bone Through Jacques Rancière.Tyson Edward Lewis - 2010 - Educational Philosophy and Theory 42 (5-6):635-648.
    In several enigmatic passages, Paulo Freire describes the pedagogy of the oppressed as a ‘pedagogy of laughter’. The inclusion of laughter alongside problem‐posing dialogue might strike some as ambiguous, considering that the global exploitation of the poor is no laughing matter. And yet, laughter seems to be an important aspect of the pedagogy of the oppressed. In this paper, I examine the role of laughter in Freire's critical pedagogy through a series of questions: Are all forms of laughter equally emancipatory? (...)
    Direct download (4 more)  
    Export citation  
    Bookmark   1 citation  
  5.  20
    It’s a Profane Life: Giorgio Agamben on the Freedom of Im-Potentiality in Education.Tyson Edward Lewis - 2014 - Educational Philosophy and Theory 46 (4):1-14.
    In this article, I explore the importance of Giorgio Agamben’s theory of potentiality for rethinking education. While potentiality has been a long-standing concern for educational practitioners and theorists, Agamben’s work is unique in that it emphasizes how potentiality can only be thought of in relation to impotentiality. This moment of indistinction—what I refer to as im-potential—has important implications. First, I argue that if potentiality and impotentiality are separated from one another, the result is a stratified educational system where some students (...)
    Direct download (3 more)  
    Export citation  
    Bookmark   1 citation  
  6.  30
    Capitalists and Conquerors
    Teaching Against Global Capitalism and the New Imperialism
    Rage and Hope: Interviews with Peter McLaren on War, Imperialism, and Critical Pedagogy.
    Tyson Edward Lewis - 2009 - Historical Materialism 17 (1):201-208.
    Direct download (5 more)  
    Export citation