Education and the Political [electronic resource] : New Theoretical Articulations / edited by Tomasz Szkudlarek.
By: Szkudlarek, Tomasz [editor.].
Contributor(s): SpringerLink (Online service).
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BookSeries: Comparative and International Education, A Diversity of Voices: Publisher: Rotterdam : SensePublishers : Imprint: SensePublishers, 2013Description: online resource.Content type: text Media type: computer Carrier type: online resourceISBN: 9789462093836.Subject(s): Education | Education | Education (general)DDC classification: 370 Online resources: Click here to access online
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Springer eBooksSummary: The essays in this collection address the relation between education and politics in new ways. Rather than understanding education simply as the object of political decision-making, or as preparation for politics, the authors of this volume see education as implicated in social conflicts and in the political processes that produce and change social structures. Education, then, is a practice that reconfigures the relations between subjectivities and the political. The collection focuses on several critical cases and theoretical debates where the relation between education and politics demands new articulations. It explores the potential of theoretical languages proposed by Rancière, Laclau, Derrida, Mouffe, Bakhtin, and other thinkers whose work has not yet been fully recognized in its pedagogical meaning.
The essays in this collection address the relation between education and politics in new ways. Rather than understanding education simply as the object of political decision-making, or as preparation for politics, the authors of this volume see education as implicated in social conflicts and in the political processes that produce and change social structures. Education, then, is a practice that reconfigures the relations between subjectivities and the political. The collection focuses on several critical cases and theoretical debates where the relation between education and politics demands new articulations. It explores the potential of theoretical languages proposed by Rancière, Laclau, Derrida, Mouffe, Bakhtin, and other thinkers whose work has not yet been fully recognized in its pedagogical meaning.
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