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1.
Abstract

In 2014, Thomas Piketty’s Capital in the Twenty-first Century rocked the economic and political world, with its argument that inequality is destined to increase; in the field of education, however, this book has been almost entirely ignored. I argue that Piketty’s treatise is relevant to educational theories for three reasons: his rejection of meritocracy contributes to theories of social mobility; his critique of human capital theory provides fodder for debates about educational purpose; and his interdisciplinary analysis supports the political economy tradition in education. However, I also argue that it is necessary to move beyond the economic determinism in Piketty’s arguments, to explore the transformative potential of education as a consciousness-raising process, the agency of communities, the production process, and alternative solutions to inequality. I argue that education scholars should use the renewed interest in inequality generated by Piketty’s book to shift the dominant discourses about education, schools, and social justice.  相似文献   

2.
Abstract

Although John Dewey has had the most profound effect on education, less is known about the philosophy of education of the original founder of pragmatism, Charles Peirce Using Peirce’s theory of formal rhetoric, I try to show that Peirce’s philosophy of education, when fully understood, is aligned with Dewey’s pedagogy of experiential learning, and can provide a justification for the promotion of active learning in the classroom. Peirce’s rhetoric, as one part of his logical or semiotic theory, argues that reasoning alone is not sufficient to gain knowledge, but that it must be embedded within a community of inquiry, of a certain sort. Applying this to the classroom, I argue that we, as teachers, should endeavor to create the features of a proper community of inquiry in the classroom, one that emphasizes engagement of the students in doing research rather than passively receiving information about its results.  相似文献   

3.
Abstract

The later works of Charles Sanders Peirce (1839–1913) offer an extended metaphor of mind and a rich conception of the dynamics of knowledge and learning. After a ‘rhetorical turn’ Peirce develops his early ‘semiotics’ into a more general theory of sign and sign use,while integrating his pragmatism, phenomenology, and semiotics. Therefore, in this article I bring Peirce’s notion of semiosis—the sign’s action—to the forefront. In doing so, I hope to disclose how Peirce’s rhetorical turn not only opens up towards a richer conception of the dynamics of knowledge and learning, but also invites a shift of perspective from the psychological processes of learning to the semeiotic processes that characterizes the very dynamics of knowledge production.  相似文献   

4.
ABSTRACT

This is a review essay of Joseph North’s Literary Criticism: A Concise Political History. I interrogate many of North’s claims, most notably his argument about the way a shift from literary criticism to literary scholarship has blunted the capacity of people working in literary studies to engage in a socially critical praxis. I use his book as an occasion to explore the relationship between literary studies (as ‘knowledge’) and the meaning-making that occurs within English classrooms when students engage with the texts chosen for study. I argue that North’s failure to make connections between English teaching and the literary critical projects of people like I.A. Richards, F.R. Leavis and Raymond Williams ultimately limits the reach of his book. For each of these critics, literary criticism was deeply embedded in an educational project that extended far beyond the confines of the academy, and their literary criticism might usefully be reread in these terms.  相似文献   

5.
Abstract

The interest in teachers’ discourses and vocabularies has for a long time been studied under the rubric of knowledge, most notably teachers’ professional knowledge. This interest can be traced back to Shulman’s distinction between different kinds of teacher knowledge and Schwab’s interest in the role of practical reasoning and judgement in teaching. Within the research, a distinction can be found between a more narrow approach that focuses on teachers’ propositional or theoretical knowledge and a more encompassing approach in which teachers’ knowledge is not only the knowledge for teachers generated elsewhere, but also the knowledge of teachers. This is the ‘stock of knowledge’ gained from a range of sources and experiences, including teachers’ ongoing engagement with the practice of teaching itself. In this paper, we focus on the role of teachers’ talk in their achievement of agency. We explore how, in what way and to what extent such talk helps or hinders teachers in exerting control over and giving direction to their everyday practices, bearing in mind that such practices are not just the outcome of teachers’ judgements and actions, but are also shaped by the structures and cultures within which teachers work.  相似文献   

6.
Abstract

The documentary film is a popular curriculum tool, and the goal of this paper is to expand the educational significance of the documentary genre I argue that current understandings of this genre are limited and limiting, and offer an alternative perspective on the genre. This alternative will be built from Stanley Cavell’s philosophy of education, in particular, his understanding of the role that ‘representativeness’ plays in teaching and learning.  相似文献   

7.
‘Language death’ is an undeniable phenomenon of our modern times as languages have started to disappear at an alarming rate. This has led linguists, anthropologists, philosophers and educationists to engage with this issue at various levels in an attempt to try to understand the decline in this rich area of human communication and culture. In this article I refer to some interesting and innovative educational projects in the Amazon region of Brazil, which are revitalizing local languages, cultures and communities. I analyse these projects in the light of some of Paulo Freire’s ideas, particularly his views on conscientization, praxis and contextualization, and will argue that these educational ventures might be viewed as useful templates for other countries and peoples seeking to reverse or avoid ‘language-culture’ death.  相似文献   

8.
Abstract

One issue that is often ignored in political theory is the problem of means and modes of communication affecting dialogue between parties. In this age of hyper communication, this is something particularly relevant. The point here is that, despite the ease with which we have access to both means and modes of communication, there remains the problem of truly communicating and truly dialoguing with the Other. Michel Serres’ work Le Parasite is a seminal work on this issue. According to him, in means and modes of communication, the parasite is an unwanted entity that interferes with what would otherwise be a clear connection between a sender and a receiver. But messages must pass through means and modes of communication, and this necessarily interferes with the message. The noise is therefore a constitutive feature of any form of communication. In this article, I assess the implications of Serres’ theory for Buber’s views on dialogue and for conflict resolution between individuals and communities in conflict. My discussion will be centred on informal education and will make reference to concrete instances of Anti-Semitism in the Middle-Eastern media, and how it affects relations between communities in the region.  相似文献   

9.
Abstract

As a response to what I see as the challenge posed by constructivist and narrative pedagogies, this paper seeks to sympathetically reconstruct Bernard Williams’ Absolute Conception from the scattered texts in which he briefly sketched it While ultimately defending the Absolute Conception or something close enough to it, the paper criticizes and distances itself from some aspects of Williams’ version, notably his conception of philosophy as insurmountably perspectival. Williams’ understanding of perspectival knowledge as contrasted to absolute knowledge is illustrated with the concrete, if fictional case of the Dr Manhattan character from Zack Snyder’s Watchmen (2009). Adrian Moore’s reading, and Hilary Putnam’s criticisms of Williams’ Absolute Conception are amongst the positions engaged with.  相似文献   

10.
Research into violence in schools has been growing steadily at an international level, and has shown high degrees of violence at various different levels. Given the seriousness of the problem, finding ways of responding to this issue in schools becomes an imperative for educationists. In this article, we engage with this problem by defending the view that whilst violence might be endemic in schools, there are also real possibilities for working towards different ways of being in relationship in schools. Firstly, we discuss Galtung’s understanding of violence and peace, paying particular attention to his concepts of structural and cultural violence, peacekeeping, peacemaking and peacebuilding. Secondly, we connect Galtung’s notions of peacemaking to Buber’s philosophy of dialogue, in order to make a case for an ‘epistemological shift’ which might enable individuals and communities to achieve ‘peace’. Finally, we direct our argument to the education context and put forward some concrete proposals for peacemaking in schools.  相似文献   

11.
ABSTRACT

In Fun Home, Alison Bechdel recounts a version of her family’s history through moments of meaningful textual exchange. This paper takes up one such moment, when Alison’s father Bruce offers his daughter a queer text, which she uses both to understand her own sexuality and to broach the the queer connection she has just learned they have. I read this exchange as a case study for considering what happens when we share our meaningful books with others. Here I map the way literary works function in this text both developmentally, following Grumet’s reading of Winnicott, and erotically, following Bechdel’s own narration. I read the act of sharing books as an act of love that helps build the world worth noticing, core relationships, and individual identities, reading too how literature functions as ‘currency’ in the difficult father-daughter relationship at hand in this graphic memoir.  相似文献   

12.
Abstract

The infamous story of a young office clerk called Meursault has long entertained literary critics, scholars, musicians, artists and school teachers for the light and shadow that it reveals around and on the human condition. His character has been lauded as existential hero and rebuked as lacking agency. In this article, his story, in Camus’ The outsider, is explored as an educational challenge to a society to reflect on the territory it occupies, and the ways in which the sociopolitical machinery deals with perceived anomalies (like the character Meursault). The article explores notions of normalcy and ordinariness in relation to Meursault’s thinking and experience in order to consider the idea of what lies outside, or beyond, thinking about education. The argument here is that Meursault’s failure to intervene in his own life challenges both the ways in which we are ordinarily educated and the ways in which we ordinarily resist our education.  相似文献   

13.
How can higher education educate graduates who know more than ‘just knowledge’? Such an education includes developing in students an awareness of the limits of their knowledge, an ability to discern what kinds of knowledge are appropriate in a given situation and a sensitivity to different forms of knowing. When is scientific rigour appropriate and when is another type of knowing appropriate? When should one set aside own preferences in favour of the needs of others? This paper rethinks ‘bildung’ as a source of ideas on aims for teaching students. Making the arguably ephemeral ideal of bildung work in practice can be an obstacle. This paper, however, takes it as a positive challenge, exploring ways in which bildung might be appropriate in professional education. If bildung can be helpful even within this most applied part of higher education, implications in terms of the development of more readily applicable and fully inclusive notions of bildung would benefit not only professional education but also higher education more generally. Drawing on work by Wolfgang Klafki, the authors argue the value of updated notions of bildung. Klafki's three-part conception of bildung as self-determination, co-determination and solidarity helps reconnect the importance of personal development with that of peer communities (e.g., professional bodies) and action for others. Klafki's framework facilitates working with ethical-epistemological questions such as these.  相似文献   

14.
ABSTRACT

As a field of knowledge production, educational administration and leadership scholars do a substantial amount of talking past one another. These parallel monologues are a major issue for the advancement of knowledge. Original contributions can only be made in relation to others. That is, the innovation or significance of scholarship is an act of (social) scientific distinction. This means purposely engaging with the other. In this paper, I argue that the knowledge frontiers of educational administration and leadership are highly fragmented and siloed. I do not, however, see diversity of scholarship as a fatal flaw nor do I argue for a form of knowledge centrism. Rather, my intervention is to propose a social epistemology for moving knowledge claims.  相似文献   

15.
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16.
Abstract

Prakash Nair has made comments about the kind of spatial planning that educationists should make for the purpose of improving, and refining the architectural model of the school that can be adopted in the twenty-first century. These remarks imply that an “old” and out-dated architectural model needs to be replaced by one that is better suited to the kinds of workers that children will become when they graduate, so that schools can more effectively prepare students for the workforce to come. In this article, I argue that his proclamation that “the classroom is obsolete” should be interpreted in the context of neo-liberalism, alongside similarly hyperbolic claims by Francis Fukuyama in 1989 that the fall of the Berlin Wall signified the “end of history”. By addressing the rhetorical structure of such remarks, I deconstruct Prakash Nair’s promise to build a better future for education. Additionally, I argue that educational researchers may benefit from thinking of the classroom as a fictional place, a “scene” that does not always bear identical and universal attributes, owing to the diversity of cultural and geographical contexts in which classrooms are found.  相似文献   

17.
Abstract

This article will highlight the distinctive role of Cavell in renewing a dawn of American philosophy. Following Emerson’s remark, ‘the inmost in due time becomes the outmost’, Cavell develops his distinctive line of antifoundationalist thought. To show how unique and valuable Cavell’s endeavor to resuscitate Emerson’s and Thoreau’s voice in American philosophy is, this paper discusses the political implications of Cavell’s Emersonian moral perfectionism. This involves a reconsideration of what measures justice and what justifies happiness. While Cavell is sometimes said to be too personal and too subjective to be political, I shall argue that his Emersonian perfectionism, with its concomitant idea of the conversation of justice, is in fact thoroughly political and democratic. I shall illustrate this by examining his writing on a Hollywood film, Mr. Deeds Goes to Town (1936). The film shows vividly that happiness is a condition for achieving democracy from within. In conclusion, I shall propose that a readiness for the risk inherent in speech, rather than, say, acquiescing in received ideas or hiding behind the words of others, is at the heart of perfectionist education for globally minded citizens.  相似文献   

18.
ABSTRACT

Travel has become ubiquitous for most social groups as holidaying abroad has become ever cheaper and ecumene. This paper considers how travel can be understood as part of family practices around children’s educations and futures. Drawing on Kaufmann’s concept of motility, we examine how spatial mobility might become a form of cultural capital to reproduce privilege or facilitate social mobility. We generated data on family spatial mobility during the act of international air travel itself, interviewing 22 participants. We argue that spatial mobility and its link to social mobility is differently conceived of by our working, middle, and global middle class families, but that all three seek to use travel overtly as a form of cultivation for their children. This leads us to suggest that international travel may illuminate new ways that social class differentiations and lines of striation are being forged through movements across transnational spaces, offering new insights for education professionals and scholars.  相似文献   

19.
ABSTRACT

Michael Young’s work is central to debates about knowledge and the school curriculum. In recent years he has renounced his early argument that school subjects represent the ‘knowledge of the powerful’, arguing instead that access and equality for all students are dependent on ensuring that all get access to ‘powerful knowledge’. This paper provides an interpretation of Young’s work.  相似文献   

20.
ABSTRACT

This article de-centres imperialist, capitalist, patriarchal traditions of critical approaches in Curriculum Studies via an examination of experiences shared at The Black Women’s Gathering Place (BWGP), a non-traditional space where a diverse, intergenerational group of Black women engage with each other through the sharing of stories. In the BWGP, we enact components of Pinar’s [2004. What is Curriculum Theory? Mahwah, NJ: Lawrence Erlbaum] concept of currere, simultaneously re-entering our collective and individual pasts and re-imagining our futures in an effort to reconcile our public and private selves. Taking up tenets of Black feminist theory, theoretical framings of hidden curriculum, and components of Ng-A-Fook’s [2007. An Indigenous Curriculum of Place: The United Houma Nation’s Contentious Relationship with Louisiana’s Educational Institutions. New York, NY: Peter Lang] ‘Curriculum of Place,’ we reconceptualise a curriculum of place/space that negotiates dominant norms expressed in social environments. In this space, we validate traditional knowledges upheld in communities of Black women across the Diaspora. The BWGP allows us to argue for a re-presentation of extant knowledge by and about Black women.  相似文献   

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