Rancière, Public Education and the Taming of Democracy introduces the political and educational ideas of Jacques Rancière, a leading philosopher increasingly important in educational theory.
In light of his ideas, the volume explores the current concern for democracy and equality in relation to education.
* The book introduces and discusses the works of Jacques Rancière, a leading philosopher increasingly important in the field of educational theory and philosophy
* The volume will have a broad appeal to those in the field of education theory and philosophy, and those concerned with democracy, equal opportunities and pedagogy
* Balanced in its introduction of the political and educational ideas of this author and in its exploration in line with his work of some important issues in education and policy today
* Contributors from diverse countries and intellectual and cultural backgrounds, including the UK, US, Belgium, Sweden, Spain, France, Canada
Table of Content
Notes on Contributors.
Foreword (Michael A. Peters).
1. Introduction: Hatred of Democracy … and of the Public Role
of Education? (Maarten Simons and Jan Masschelein).
2. The Public Role of Teaching: To Keep the Door Closed
(Goele Cornelissen).
3. Learner, Student, Speaker: Why It Matters How We Call Those
We Teach (Gert Biesta).
4. Ignorance and Translation, ‘Artifacts’ for
Practices of Equality (Marc Derycke).
5. Democratic Education: An (im)possibility That Yet Remains to
Come (Daniel Friedrich, Bryn Jaastad and Thomas S.
Popkewitz)
6. Governmental, Political and Pedagogic Subjectivation:
Foucault with Rancière (Maarten Simons and Jan
Masschelein).
7. The Immigrant Has No Proper Name: The Disease of Consensual
Democracy Within the Myth of Schooling (Carl Anders
Säfström).
8. Queer Politics in Schools: A Rancièrean Reading
(Claudia W. Ruitenberg).
9. Paulo Freire’s Last Laugh: Rethinking Critical
Pedagogy’s Funny Bone Through Jacques Rancière (Tyson
Edward Lewis).
10. Settling no Conflict in the Public Place: Truth in
Education, and in Rancièrean Scholarship (Charles
Bingham).
11. The Hatred of Public Schooling: The School as the Mark of
Democracy (Jan Masschelein and Maarten Simons).
12. Endgame: Reading, Writing, Talking (and Perhaps Thinking) in
a Faculty of Education (Jorge Larrosa).
Index.
About the author
Maarten Simons is Professor at the Centre for Philosophy of
Education, Catholic University of Leuven, Belgium. His research
interests include educational policy, political and social
philosophy and educational theory, with a specific focus on new
modes of governance, globalisation/Europeanization and the public
role of (higher) education and teachers. His recent
publications include The Learning Society from the Perspective
of Governmentality (ed., Blackwell, 2007) and Re-reading
Education Policies: Studying the Policy Agenda of the 21st
Century (ed., 2009).
Jan Masschelein is Professor for Philosophy of Education
at the Catholic University of Leuven, Belgium. His primary areas of
scholarship are educational theory, social and political
philosophy, and critical theory. His research currently focuses on
the ‘public’ role of education (both secondary and higher
education) in the age of networks and on ‘mapping’ and ‘walking’ as
critical research practices. His recent publications include The
Learning Society from the Perspective of Governmentality (ed.,
Blackwell, 2007).
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