ISBN:
9789462096165
Language:
English
Pages:
Online-Ressource (XVII, 104 p, online resource)
Series Statement:
Educational Futures, Rethinking Theory and Practice 61
Series Statement:
Educational Futures 63
Series Statement:
Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
Series Statement:
SpringerLink
Series Statement:
Bücher
Parallel Title:
Erscheint auch als Pedagogy Out of Bounds: Untamed Variations of Democratic Education
Keywords:
Democracy and education
;
Teaching
;
Education
;
Education Study and teaching
;
Education
Abstract:
Preliminary Material -- Raising Doubts about Liberal Approaches to Democratic Education -- Stretching Democratic Education Towards a Politics of Friendship -- Democratic Education and Disruptive Encounters -- Democratic Education in Becoming -- Pedagogy, Scepticism and Responsibility -- Pedagogy and Dialectic of Freedom: Towards New Beginnings -- Pedagogy within Rhizomatic Spaces: On Becoming-Minoritarian -- Pedagogy and the End of Teaching -- Pedagogy and a Politics of Counter-Speech -- Pedagogy Untamed: Towards a Democratic Education of Vigilance -- Unbounded Teaching and Learning: On Hospitality and Ubuntu in South Africa -- References -- Index.
Abstract:
The focus of this book is on building on current liberal understandings of democratic education as espoused in the ideas of SeylaBenhabib, Eamonnn Callan, Martha Nussbaum, Iris Marion Young and Amy Gutmann, and then examines its implications for pedagogical encounters, more specifically teaching and learning. In other words, pedagogical encounters premised on the idea of iterations (talking back) and reasonable and compassionate action are not enough to engender forms of human engagement that can open up new possibilities and perspectives. Drawing on the works of poststructuralist theorists, in particular the seminal thoughts of Jacques Derrida, Jacques Rancière, Giorgio Agamben, Jacques Lacan, Stanley Cavell, Maxine Greene, Gilles Deleuze and Felix Guattari, and Judith Butler, it is argued that a democratic education in becoming has the potential to rupture pedagogical encounters towards new beginnings on the basis that teachers and students can never know with certainty and completeness. Consequently, it is argued that teaching and learning ought to be associated with pedagogical activities in the making, more specifically a pedagogy out of bounds, in terms of which speech and action would remain positively free, sceptically critical, and responsibly vigilant—a matter of making teaching and learning more authentic so that students and teachers are provoked to see things as they could be otherwise through an enhanced form of ethical and political imagination. It is through pedagogical encounters out of bounds that relations between teachers and students stand a better chance of dealing with the strangeness and mysteries of unexpected, unfamiliar, and improbable action
Description / Table of Contents:
TABLE OF CONTENTS; ACKNOWLEDGEMENTS; ABOUT THE AUTHOR; FOREWORD; REFERENCES; PREFACE; CHAPTER 1: RAISING DOUBTS ABOUT LIBERAL APPROACHES TO DEMOCRATIC EDUCATION; INTRODUCTION; SELF-REFLEXIVE DEMOCRATIC ITERATIONS; BELLIGERENCE AND DISTRESS IN DEMOCRATIC ENGAGEMENTS; DEMOCRATIC INCLUSION THROUGH GREETING, RHETORIC AND NARRATIVE; COMPASSIONATE DEMOCRATIC EDUCATION; DOING JUSTICE TO OTHERS THROUGH DEMOCRATIC EDUCATION; DEMOCRATIC EDUCATION AS AN ACT OF CARE; CHAPTER 2: STRETCHING DEMOCRATIC EDUCATION TOWARDS A POLITICS OF FRIENDSHIP; INTRODUCTION
Description / Table of Contents:
IN DEFENCE OF A POLITICS OF FRIENDSHIP IN RELATION TO PEDAGOGYTOWARDS A DEMOCRATIC EDUCATION IN BECOMING; DEMOCRATIC EDUCATION IN BECOMING, AND CRITICAL PEDAGOGY; CHAPTER 3: DEMOCRATIC EDUCATION AND DISRUPTIVE ENCOUNTERS; INTRODUCTION; DEMOCRATIC EDUCATION AND THE EQUALITY OF INTELLIGENCE; EMANCIPATORY DEMOCRATIC EDUCATION; DEMOCRATIC EDUCATION AND DISRUPTION; DEMOCRATIC EDUCATION AND DISSENSUS; CHAPTER 4: DEMOCRATIC EDUCATION IN BECOMING; INTRODUCTION; ON AGAMBEN'S THEORY OF POTENTIALITY; AGAMBEN ON INFANCY; AGAMBEN AND THE (DEMOCRATIC) COMMUNITY IN BECOMING
Description / Table of Contents:
CHAPTER 5: PEDAGOGY, SCEPTICISM AND RESPONSIBILITYINTRODUCTION; CAVELL AND SCEPTICISM; CAVELL AND RECOGNITION OF (IN)HUMANITY; CAVELLIAN PEDAGOGICAL RESPONSIBILITY; CAVELL AND THE NOTION OF THE OTHER; CHAPTER 6: PEDAGOGY AND DIALECTIC OF FREEDOM: TOWARDS NEW BEGINNINGS; INTRODUCTION; PEDAGOGY AND DIALECTIC OF FREEDOM; AUTHENTIC LEARNING AND NEW BEGINNINGS: DEMOCRATIC EDUCATION IN BECOMING; TEACHING AND STRANGENESS; CHAPTER 7: PEDAGOGY WITHIN RHIZOMATIC SPACES: ON BECOMING-MINORITARIAN; INTRODUCTION; ON THE POSSIBILITY OF RHIZOMATIC PEDAGOGICAL ENCOUNTERS
Description / Table of Contents:
PEDAGOGICAL ENCOUNTERS AND BECOMING-MINORITARIANCHAPTER 8: PEDAGOGY AND THE END OF TEACHING; INTRODUCTION; THE END OF MY TEACHING AND STUDENT ENCOUNTERS; TEACHING AS (DIS)TRUST; TEACHING AND CRITICISM; CHAPTER 9: PEDAGOGY AND A POLITICS OF COUNTER-SPEECH; INTRODUCTION; HATE SPEECH VS. COUNTER-SPEECH; PEDAGOGICAL ENCOUNTERS AND LEARNING TO TALK BACK; CHAPTER 10: PEDAGOGY UNTAMED: TOWARDS A DEMOCRATIC EDUCATION OF VIGILANCE; INTRODUCTION; ON DEMOCRATIC EDUCATION AND VIGILANCE; PEDAGOGY OUT OF BOUNDS AGAIN AND AGAIN …
Description / Table of Contents:
POSTSCRIPT: UNBOUNDED TEACHING AND LEARNING: ON HOSPITALITY AND UBUNTU IN SOUTH AFRICAINTRODUCTION; ON THE (IM)POSSIBILITY OF RUPTURING DYSFUNCTIONALITY IN SCHOOLS; CULTIVATING A PEDAGOGY OF HOSTIPITALITY AND; IN PUBLIC SCHOOLS; ON RESPONSIBLE AND HUMANE (UBUNTU) PEDAGOGICAL ENCOUNTERS; TOWARDS A PEDAGOGY OF; REFERENCES; INDEX
Note:
Includes bibliographical references and index
DOI:
10.1007/978-94-6209-616-5
URL:
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