No full-text available
To read the full-text of this research,
you can request a copy directly from the author.
The Ignorant Schoolmaster: Five Lessons in Intellectual Emancipation
... Freire megközelítésében az elnyomottak félreismerik a valóság természetét, és egy külső személy segítségével szabadulhatnak fel ebből az állapotból. Rancière (1991) szerint ez a szemlélet konzerválja a távolságot az elnyomott és az elnyomó, a tanuló és a tanár között, mivel a tanulóban rögzíti azt a tudatot, hogy nem bízhat saját megítélésében, illetve hogy külső személyre van szüksége az öntudatosításhoz, és annak eldöntéséhez is, hogy ez már megtörtént-e. Freire a felszabadulást és az egyenlőséget a jövőbe helyezi, ezzel szemben Rancière szerint az egyenlőségből kell kiindulnunk mint alapfeltételezés a jelenben ahhoz, hogy az emancipáció megtörténhessen. ...
... Rancière saját megközelítése a tárgyközpontú pedagógia, és mely szerint nem a tanár, és nem is a diák, hanem a tanulási tartalom áll a középpontban. A tanár feladatát elsősorban a tanuló motiválásában, a tárgy iránti érdeklődés felkeltésében látja (Rancière 1991idézi Biesta 2017. ...
... Nem egy bizonyos tudása által emancipál, hanem az egyenlőség feltételezése által (Biesta 2017). Az emancipáció során a cél "felfedni egy intelligenciát önmaga előtt" (Rancière 1991:28), hogy lássuk, mire képes egy elme, ha egyenlőnek tekinti magát másokéval (Rancière 1991). Az emancipáló tanár legfontosabb szerepe, hogy a tanuló figyelmét valami fontosra irányítsa, az érdeklődését, lelkesedését felébressze (Vlieghe 2018). ...
Az empowerment széles körben használt terminussá vált az 1990-es években angol nyelvterületen, és idővel beszivárgott a magyar szóhasználatba is. A terminust a neveléstudomány mellett a szociális munka, a közösségfejlesztés, a pszichológia, az egészségügy és a business szektorokban is használják. A tanulmány célja az empowerment elméletének áttekintése neveléstudományi megközelítésből, illetve rávilágítani arra, hogy az empowerment neveléstudományi vizsgálatának megkerülhetetlen kerete a kritikai pedagógia. Az empowerment jelen van a demokratikus, az inkluzív, az interkulturális nevelési megközelítésekben, és gyakran tárgyalt fogalom a felnőttnevelés, a nem-formális tanulás, és az élethosszig tartó tanulás területein is. A tanulmányban először röviden összefoglalom az empowerment elméletét és szemléletét, megindokolom az emancipáció fogalmának beemelését a kutatás terébe, majd példákat hozok az empowerment neveléstudományi vonatkozásaira. Ezután a kritikai pedagógia bemutatásával folytatom, végül rátérek az empowerment/emancipáció és a kritikai pedagógia között fellelhető kapcsolódási pontokra. A téma aktualitását mutatja, hogy az empowerment megjelenik az ötödik ENSZ Fenntartható Fejlődési Célban, és összekapcsolódik a negyedik, az oktatásra vonatkozó célkitűzésekkel, úgy mint a mindenki számára elérhető minőségi, inkluzív, méltányos oktatás, valamint az élethosszig tartó tanulás. Az empowerment kiemelt jelentőségű a felnőttképzésben, a 21. században a kritikai pedagógiai szemléletű nem formális tanulási folyamatok egyik alapvető célja. A tanulmány szervesen kapcsolódik a doktori disszertációmhoz, ami a dramatikus és színházi nevelés által megvalósuló felnőttkori empowermentre fókuszál. A módszerem másodelemzés, a releváns szakirodalom analitikus feldolgozása.
... The logic and practice of explication is also problematic as it presumes a concealed truth that could only be uncovered by the master explicator. Rancière (1991) claims that "Truth is not told" (p. 60), but it is the arbitrariness of language that fragments it. ...
... For example, in Jacotot's experimental teaching of Télémaque, the students were connected to Jacotot's will, rather than his intelligence. In this connection, a process also takes place by which one would conceive her human dignity, measure her own intellectual capacity, and determine how to use it (Rancière, 1991). To reiterate what emancipation means in Rancièrian terms, it is not about one's status moving toward a majority group, but instead a deliberate rupture in the common sense. ...
... In contrast, the new logic of emancipation no longer relies on this relationship of dependency. Biesta draws from Foucault (1975Foucault ( , 1991 and Rancière (1989Rancière ( , 1991 to inform this proposal: ...
... In Jacques Rancière (1991) has claimed that the assumptions that inform teachers' behaviours, such as that of the logic of Explication (see section 2.3.1) that consider the students as in need of the teacher's explanation in order to learn, has resulted in "student" being equated with "stultification" (p. 7), as the student's intelligence is seen as subordinate. ...
... Facilitators took control of the learning behaviour, as illustrated in the analysis (see surmounted societal oppression, the oppression that gives rise to the banking model of education (Freire, 1970) that I consider to bear troubling similarities to the institutional methods I have experienced in my school, and which other researchers agree is the predominant pedagogy in mathematics classrooms in England (see section 2.3.1). Their competence is not a result of their achieving intellectual equality with myself, the teacher, that Rancière (1991) argues is necessary for the emancipation of learners. However, this is not to say that the Participant is not empowered; indeed, this study points to qualities of agency that are explicitly considered to be empowering (see section 6.3). ...
... This idea of freedom is not freedom from societal oppression (cf. Freire, 1970), nor the emancipation of the individual from social inequalities (Rancière, 1991). It acknowledges that unique individuals with unique experiences, skills, and personalities, and diverse ways of knowing exist within each Learning Community. ...
This study is an inquiry into my students' participation and empowerment in all aspects of their mathematics learning that aims to explore the possibility of improving their relationship with and knowledge of mathematics. It considers the learning process in general, as well as the way it shapes the knowledge that it facilitates, and the different relationships that students have with this knowledge. This study is guided by the belief that improving my students’ mathematics knowledge requires the establishment of an innovative pedagogy based on knowledge creation. I elaborate the concept of shared epistemic agency to explain the phenomenon of students taking responsibility for the advancement of their own mathematics knowledge and that of the classroom community. The concept draws on Damşa’s notion of shared epistemic agency, Scardamalia & Bereiter’s discussion of knowledge building, and Nonaka’s analysis of knowledge creation. I carried out action research that applied these principles over one academic year, requiring the participants of my classroom to blend their authority with mine as they assumed the roles normally reserved for the teacher. Using six key characteristics of shared epistemic agency that I identify in the existing research, as well as the unit of analysis, I analysed the qualitative data that was collected. I show that the shared epistemic agency that is necessary for knowledge advancement in a secondary school mathematics classroom emerged as the students participated in my innovative pedagogical environment. Moreover, I demonstrate that this agency can be reconceptualised in terms of particular kinds of student behaviour and a particular kind of learning community. I argue that the student, in such an environment, is a competent, adaptive Participant who takes up flexible positions as a learner, a knower, and a facilitator. The classroom that developed as a democratically interactive learning community sustained the emergence of the Participant.
... Emerging from and yet often moving against a French critical theory tradition, Rancière offers a reframing of equality. For Rancière (1991), equality is not an endpoint toward which one strives but a starting point, a presupposition. Although conditions are rendered unequal, there is always the possibility to "mak[e] real the ultimate equality on which any social order rests" (Rancière 2006, 16). ...
... Although Foucault presents truth-telling in this way as something individual, I see its possibility as something collective and pedagogical. Tepito's truth-telling is not a unified belief shared and expressed but a form of dissensus (Rancière 2004) emerging from a commons and forcing a contestation to the prevailing truths of the social order. ...
... Repetition and mastery faded amidst experimentation. Much like Rancière's (1991) "ignorant schoolmaster," process rebels learn something without an explicator or really any explicit authorization to do so. A process rebel is thus an autodidact and bricoleur. ...
This qualitative study examines educational life in a neighborhood in Mexico City, analyzing how discourses have produced the neighborhood, Tepito, as a place “without education.” Simultaneously, ethnographic research entangles with theories of radical equality and resistance to explore how education emerges and how certain forms of education circulate throughout the neighborhood. Ultimately, everyday life in Tepito reveals rebellious and playful forms of education that challenge dominant educational discourses and open new understandings of educational possibilities.
... At this point, we chose against conducting a typical thematic analysis. Instead, we close the essay with lessons learned from this inquiry that may be helpful for new teachers to hold close to hand as they strive toward pedagogical practice that is not only excellent but can also be a form of intellectual emancipation (Rancière, 1987(Rancière, /1991. ...
... At this point, we chose against conducting a typical thematic analysis. Instead, we close the essay with lessons learned from this inquiry that may be helpful for new teachers to hold close to hand as they strive toward pedagogical practice that is not only excellent but can also be a form of intellectual emancipation (Rancière, 1987(Rancière, /1991. ...
... We found that a queer approach to failure challenges what we consider to be successful teaching. Rather than viewing success as mastering the structure, for example, by successfully "transmit[ting] a determinate knowledge to subjects who do not possess this knowledge" (Althusser, 1964, p. 152, as cited in Rancière, 1987/1991 or depositing knowledge in students (Freire, 2012), critical pedagogies aim to question and emancipate. Said differently, rather than being determined to reach a certain goal and viewing failure as a necessary pit-stop of improvisational breakdown on the path toward that goal, a queer approach to failure means losing your way, forging new paths, "exploring and mapping … [and] detouring" (Halberstam, 2011, p. 24). ...
This essay shares our iterative voyage to examine the role of failure in teaching, which began with a theoretical model that suggests that risk-taking and failure are fundamental pit-stops on the way to expertise in any craft practice, including teaching. We conducted narrative interviews with three accomplished teachers of varying levels of experience. Analyzing the interviews, however, challenged our initial assumptions. Subsequently, we turned to literature in queer pedagogy that suggests the importance of failure as a method for purposefully diverging from dominant structures. The heart of the essay provides four lessons that emerged from considering failure through these two different views. These lessons include that: 1) taking risks is a key part of advancing pedagogical skill as well as improving the system, 2) failure hurts, especially for teachers who hold marginalized positions; 3) good teachers dance in a tension between mastering the current rules of the game while questioning dominant structures; 4) even experienced and accomplished teachers face classroom risks and experience failure
... 6(2) they experienced teacher education regarding teaching democratically. In the initial phase, I was particularly interested if they felt they were able to disagree (Rancière, 1991(Rancière, , 1999Rancière, 2010), and the role of dissent in teacher education and their internship and planned teaching at schools. Their expressed lack of participation emerged as essential during the interviews, changing the project from agonistic (Mouffe, 1999;Rancière, 1991Rancière, , 1999Rancière, 2010) to participatory (Biesta, 2012(Biesta, , 2014(Biesta, , 2020Biesta & Lawy, 2006;Biesta et al., 2017;Biesta, 2011;Dewey, 1897Dewey, , 1897Dewey, /2000 and a critical theoretical focus (Freire, 1996;Giroux, 2021;Giroux, 1988;hooks, 1994). ...
... In the initial phase, I was particularly interested if they felt they were able to disagree (Rancière, 1991(Rancière, , 1999Rancière, 2010), and the role of dissent in teacher education and their internship and planned teaching at schools. Their expressed lack of participation emerged as essential during the interviews, changing the project from agonistic (Mouffe, 1999;Rancière, 1991Rancière, , 1999Rancière, 2010) to participatory (Biesta, 2012(Biesta, , 2014(Biesta, , 2020Biesta & Lawy, 2006;Biesta et al., 2017;Biesta, 2011;Dewey, 1897Dewey, , 1897Dewey, /2000 and a critical theoretical focus (Freire, 1996;Giroux, 2021;Giroux, 1988;hooks, 1994). ...
This article investigates student teachers’ perceptions and experiences in teacher education regarding codetermination and participation as a part of education for democracy and citizenship, along with how they visualize their future teaching in this interdisciplinary theme as teachers in schools. The data material includes 16 extensive interviews with six student teachers in their final year of teacher education in Norway. The results demonstrate a discrepancy between their perceptions and praxis concerning participation. First, the student teachers in their last year of teacher education felt the ability to participate in and through their education was present, but they chose not to take advantage of this possibility. They underlined the importance of participation and agency in education for democracy but did not seem to assign the same importance to their involvement in education. Second, when visualizing how to teach democracy and citizenship in schools, they suggested facilitating pupils’ self-determination in situations where the pupils’ decisions and participation do not change or impact anything. In so doing, they described participation and agency as an illusion; something that is important, necessary, and valuable but with no practical implications. The student teachers seemed to transfer this same illusion of pupils’ agency and participation in their planned teaching in the future.
... But for this to happen, the teacher must reconsider their role in the process. This is what Rancière (1991) highlights when recalling an educational experience based on taking risks in teaching, moving away from what is known and surveying new possibilities. As Rancière affirms emphatically: ...
... You have to listen to the student and make them believe in themselves, that they have something interesting to bring to the performance. I hold the view, outlined by Rancière (1991), that it is important to minimise students' fear of committing errors and dislodge this deep-seated belief that the good teacher has the answers and never any doubts over how to act (Freire, 2005). This false certainty brings a danger since, as Dewey (1998) warned, it weakens both the ethics and the morals values. ...
Spanish Conservatories of Music are educational institutions where, for the most part, the culture of Modernity is upheld and an aesthetic musical paradigm is enshrined. In this paper, therefore, it was important to reflect, firstly, on the teaching practices they implement and which have remained faithful to Positivist assertions, in the face of the different educational laws that have been passed. To this end, we carried out an analysis of the opinions of 20 students on a university Master’s course which is centred on contemporary artistic practices and where theories sourced from Critical Pedagogy occupy an important space. With the data drawn from these students – all of them Conservatory graduates and a significant number now teachers – we used interpretative phenomenological analysis techniques and the results show this group’s openness towards methodologies and practices hitherto unknown to them. They highlight, moreover, the importance of offering opportunities to awaken a critical approach in students, whereby they can choose what type of teacher they wish to be, and which methodologies they wish to adopt, rather than merely reproducing in an uncritical fashion the teaching style in which they themselves were taught.
... De maneira mais geral, representam o projeto de universidade popular levado aos seus limites absolutos. Em vez de um sistema em economização de marcas de universidade, satisfação de cliente e professores superstar (Cruikshank, 2019), estas obras descentram o ensino além das forças institucionais e incorporam hipótese democrática central de Jacques Rancière (1991) presente em The Ignorant Schoolmaster. No fim, todas produzem o que Santos (2018, p. 276) chama d e "pedagogia de emergências", [que] é orientada para amplificar o sentido das sociabilidades latentes e potencialmente libertadoras, os ainda-nãos de esperança que existem no outro lado da linha abissal, o lado colonial, onde as ausências são ativamente produzidas de modo que a dominação possa prosseguir imperturbável. ...
This paper critically surveys and contextualises the recent wave of autonomous art schools established in the UK since the Independent Review of Higher Education Funding & Student Finance, or Browne Review. It argues that these institutions have been formed as a direct response to this economic policy and the broader neoliberal economisation of higher education. By drawing upon the work of the Edu-Factory Collective, and the Autonomist Marxist theory that inspired their project, this paper argues that these new alternative art schools can be understood as ‘common autonomous institutions’. Furthermore, that they represent genuinely viable alternatives to the commodified, financialised, and marketised state provision. Finally, drawing upon the work of Santos, three alternative art schools (The Other MA, Southend, UK; The School of the Damned, London, UK; @.ac, UK) are analysed as nascent forms of the polyphonic pluriversity.
Keywords
New Alternative Art Schools; Neoliberalism; Marxism; Polyphonic Pluriversity
... These terms are used here as a driving force that strengthens the hope of building sustainable and democratic educational environments. Subsequently, in Chapter 7, Chave argues that one of the major barriers to new ways of being is that, as noted by Rancière (1991), existing education systems make 'education a process of stultification' (96). Chapter 8 revisits the concept of 'others unlike us' seen in Chapter 4, and the relationship between human beings and the wider natural world. ...
... Education is seen as a practice of liberation that puts educational institutions on the level of transformative and emancipatory social institutions, constructing knowledge from below in dialogue and interaction, leaning on or inspiring other, similar theories of sociology of education (Lisman, Adorno and Humbolt, 2020;cf. Ilich, 1980;Ranciere, 1991;Dewey, 2004). Drawing attention between human(s) and the outer world, Freire advocated the position of dialogue -overcoming the contradictions between educators and the educated by a dialogical relation between the oppressed and the objective reality as the cause of their position where the change does not come from the outside world into the classroom, but vice versa. ...
Purpose. The aim of the paper is to examine whether – and to what extent – the concept of Media and Information Literacy (hereinafter: MIL) can be understood as a possible approach to critical pedagogy in practice by examining the adequacy and comprehensibility of the content of its curriculum, previously adapted to the BiH (Bosnian and Herzegovinian) context and its fragmented education system.
Approach/methodology. The first part of the paper presents a brief framework of the concept of critical pedagogy, its relationship with media and information literacy, together with the specifics of the education system of Bosnia and Herzegovina. In the second part, the paper focuses on the case study of pilot training conducted at the Sarajevo Hasan Kikić elementary school, aiming to acquaint teachers and librarians with the concept and curriculum of MIL.
Results. Although teachers and librarians have adopted skills to teach about MIL, the results point to a lack of emancipatory pedagogical practices in the existing education system which could counter various, primarily systemically produced forms of oppression.
Originality/value. The value of this paper reflects the efforts to read the concept of MIL through the theoretical lenses of critical pedagogy. Although based on the 2011 UNESCO’s understanding of MIL, the originality of this approach also lies in the fact that the conducted workshops were set down on its curriculum adapted to the Bosnian and Herzegovinian context.
Practical implications. The practical implications of this research could be seen through the further processes of researching and promoting collaborative teaching and learning, encouraging thus the development of critical thinking, and thinking individuals capable of combating domination and transforming reality through pedagogy.
Social implications. Incorporating critical pedagogy while reading the adapted MIL curriculum can be used for promoting a comprehensive and active role of re-creating knowledge, enabling practices of critical attitude towards the existing social reality, and promoting and strengthening democratic practices.
... İnsanlar hikâyeleri sadece dinlemekle kalmazlar, zihinlerinde canlandırır ve hikâyede geçen duyguları da hissederler. Örneğin, Denning'e göre, bir hikaye anlattığımız zaman kendimizden bir parça paylaşırız ve "başkalarına benzer olduğumuz şeyleri hissettiririz" (Rancière, 1991 (Dirks & Ferrin, 2002). ...
Örgütlerin başarıya ulaşmasını sağlamada en önemli faktör olan insan kaynağını yönlendirmenin, en güçlü yöntemlerinden biri etkin liderlik becerisi ile çalışanların motive edilmesi ve örgüte bağlılığının sağlanmasıdır. Literatürde, liderlerin takipçileri üzerindeki etkisini artıran birçok yöntem ve araç bulunmaktadır. Bu araçlar içerisinde, hikaye anlatıcılığı, insanların rasyonel akıllarına değil, duygularına hitap eden ve takipçiler üzerinde en çok etkisi bulunan araçlardan biridir. Hikaye anlatıcılığı etkin bir şekilde kullanıldığında liderin fikirlerini karşısındakine açıklamasına, bilgisini onlarla paylaşmasına, ortak bir vizyon oluşturmasına ve çatışmaları barışçıl bir şekilde çözmesine yardımcı olmaktadır. Araştırmanın amacı, hikaye anlatıcılığı ile etkili liderlik arasındaki ilişkinin incelenip, örgütsel etkilerinin ortaya konulmasıdır. Çalışmanın örneklemini İstanbul ilinde bulunan, özel şirketlerin farklı alanlarında görev yapan ve ekip yöneten 7 yönetici oluşturmaktadır. Araştırmanın kapsamını oluşturan veriler, nitel araştırma yöntemlerinde sıklıkla başvurulan bir teknik olan görüşme tekniği ile elde edilmiştir. Araştırmada görüşme türlerinden yarı yapılandırılmış görüşme tekniği kullanılmıştır. Araştırmanın sonucu, alan yazında yer alan çalışmalar ile paralellik göstermekte, özellikle astları ile olan iletişimlerinde liderlerin sıklıkla hikaye anlatıcılığına başvurduğu ve örgütte liderlik etkilerini arttırdıkları gözlemlenmiştir.
... Now, if scholasticisms could variously exceed the pejorative apprehensions that Renaissance humanists had of them (Pieper 2001), scholastic knowledges could also be implicated in wide-ranging processes of mercantile capitalism (Bentancor 2017). The point is that interleaving important emphases of Pierre Bourdieu (1984Bourdieu ( , 2000 and key concerns of Jacques Rancière (1989Rancière ( , 1991Rancière ( , 2004 my use of modern scholasticism refers to persistent protocols of knowledge and knowing that articulate their particular case as the general story, all the while exorcising their own conditions of possibility. ...
... Cara pandang seperti ini, sudah terbantahkan oleh para pemikir Perancis seperti Jacques Rancière. Pandangan yang menjangkarkan pada pandangan pada adanya divisi-divisi kognitif pada manusia yang dianggap budak, yang terpinggirkan, yang tak mampu berpikir, atau tak memiliki possesion of logos merupakan pemikiran yang sudah kedaluarsa (Rancière, 1991;Citton, 2014). Karena, setiap orang memiliki logos, mempunyai ragam kemampuan baik itu kognisi, teknis, estetik, dan imajinasi. ...
Penelitian ini bertujuan untuk mengungkap bahasa rasis dalam lingkup akademis. Bahasa rasis ditemukan dalam ungkapan atau ujaran dari para pemimpin perguruan tinggi untuk mendiskriminasi ras kulit hitam. Penelitian menggunakan metode kualitatif dengan paradigma historis resistensi di kampus-kampus di Amerika Serikat. Beberapa metode yang digunakan: verstehen atau pembacaan teks dengan memahami terlebih dahulu data primer. deksripsi komparatif pada isu rasisme dalam konteks Indonesia. Untuk itu, penulis juga melakukan interpretasi yakni menafsirkan problem bahasa rasis dengan memahami situasi akademis di Indonesia dan memberi solusi. Temuan penelitian yaitu pertama, pemimpin perguruan tinggi adalah administrator pengambil kebijakan penting yang diharapkan untuk berbicara kepada publik ketika rasisme terjadi di kampus-kampus, namun sebagian dari mereka menyampaikan ujaran rasis. Kedua, bahasa rasis terungkap secara implisit dan eksplisit di universitas dalam beragam kebijakan, mulai dari saat pendaftaran, diskriminasi perumahan mahasiswa kulit hitam, sistem birokrasi perguruan tinggi yang berubah, konflik administrasi kampus, segregrasi, kekerasan di kampus dan problem hak-hak sipil. Rekomendasi penelitian bahwa affirmative action perlu dijalankan dalam bentuk komunikasi dan transformasi di perguruan tinggi.
... For Freire, as later for a thinker such as Jacques Rancière (1991), this tendency to a hidden authoritarianism can thus be fatal for the progressive educator, or at least the one who wishes to be radical rather than sectarian: «the radical, committed to human liberation, does not become the prisoner of a "circle of certainty"» within which he also imprisons reality. On the contrary, the more radical he is, the more fully he enters into reality so that, knowing it better, he can better transform it. ...
This essay explores the specific differences between the philosophies of Paulo Freire and Ivan Illich, while nonetheless arguing for their shared vision of radical education. With a focus on Freire’s earlier period of work, especially the seminal Pedagogy of the Oppressed, we point to the differing reception of their respective works in Europe of the 1970s (where Illich is often seen as an incompatible and extreme case). This in retrospect seems somewhat surprising as we argue that the fundamentals of their thinking are a shared critique of banking education and a re-conceptualisation of authority and teaching in renewed education systems. Both thinkers reject the two most obvious positions post-May ’68. On the one hand, there is the New Right perspective, represented by the Philosophes in France, who view all Leftist thought as Stalinist. On the other side, we have what might be termed the «Deleuzian-Guattarian» alternative, represented most crucially by the 1974 text, Anti-Oedipus. Here, the whole conception of a possible «revolution» (the whole ’68 dream), is deemed to be an impossibility. Instead, both Freire and Illich share in a renewed sense of the critical educational project of emancipation, albeit with different emphases. Moreover, the current crisis of education under late capitalism (and subject to the conditions of the Covid pandemic) returns the powerful resources of Freire and Illich to centre stage in education and politics.
... Looking at everyday educations, I use Rancière's (1991) notion of equality. For Rancière, equality is not a distant goal. ...
... Much of my work with university students over more than two decades appeals to Noddings's universalist idea of caring to the extent that I consider my pedagogical encounters with students as an act of justicethat is, my engagement with them as carer involves being attentive to their pedagogical concerns with a commitment to their learning becoming authentic. By authentic learning I mean three things: first, that students are initiated into pedagogical practices whereby they are encouraged to speak their mindsa matter of coming to speech as Jacques Rancière (1991) posits. The latter implies that students are not just told what to do. ...
... This feeling of hopelessness and segregation creates a vicious cycle of poverty as the trait is passed from one generation to another. Africans in slave era in southern America learning how to read themselves (Gundaker, 2007) and illiterate parents teaching their children how to read (Rancière 1991) are measures across time by people to break out of hopelessness, fear, and the culture of poverty. This highlights the weakness of Lewis poverty theory as it failed to highlight these measures undertaken by marginalized and hopelessness individuals to break out of their predicament. ...
Purpose: The empirical study assessed the Effect of Almijiri on Conflict in Kaduna State. Methodology: The culture of poverty theory by Oscar Lewis (1966) was employed to analyze the social cultural factors influencing the system of Almijiri in Kaduna state. Survey design was adopted for the study. 252 Almijirai, malamai, and members of the public were selected using a simple random sampling via lottery across six Local Government Areas in the state. Regression analysis and the Analysis of Variance (ANOVA) were employed to measure the relationship between the dependent variable (conflict) and the independent variable Almijiri (proxy by Street Begging and Poverty). Findings: The findings from Analysis of Variance showed a significant positive relationship between street begging and conflict in Kaduna state (48%). Also, poverty has a positive and significant relationship with conflict in Kaduna state (49%). Recommendation: The study recommends appropriate measures like the Universal Basic Education Act and the Tsangaya Model School should be fully implemented by the government to harness and galvanize the system with modern and inclusive education.
... И покрај тоа што нејзините залагања се артикулирани во контекст на партиципацијата, претпоставуваме дека нејзините конечни цели ќе послужат само за зајакнувањето на постојната вертикална дистрибуција на моќта во општеството. Демократската парадигма заговарана од оние кои сакаат да го поткопаат и да го прекинат неолиберализмот не само што ги прифаќа членовите на заедниците туку гледа на знаењето произведено во нив како еднакво важно со она на 'експертите' [Moulaert and Van Dyck 2013;Jessop et al. 2013;Ranciere 1991]. Згора на тоа, демократската школа ја разбира социјалната иновација како средство за политизирање на оној простор за кој неолиберализмот сметал дека го деполитизирал, спротивставувајќи се на вертикалната дистрибуција на моќта во општеството и трудејќи се да ја прекине и да ја замени со хоризонтални алтернативи" (Ibid, 1981). ...
... Za polemiku o zastarelosti ili uputnosti reevociranja ideje Bildunga, između ostalih: Masschelein & Ricken 2003; Dobrijević 2010; Lederer 2013; Krautz 2015; Zelić 2018.12 Onako možda kako, među drugima, sugerišu Ser(Serres 1997) i Ransijer(Rancière 1991; cf. Biesta 2010). ...
The paper thematize the relationship between education and emancipation, deviating from the usual question of the scope of education in the function of this or that emancipatory goal, and asks about the meaning and possibility of ?emancipated education?. The first part of the paper presents the notion of emancipation in the historical perspective of his idea and his social status and expresses doubts about the possibility of its unambiguous grasping. Drawing on Lyotard?s critique of the ?meta-narrative of emancipation,? the second part of the paper examines discursive viability and the more or less fatal practical consequences of the ?will to emancipate.? The final elaboration outlines the vision of a cardinally emancipated education and calculates the potential advantages and dangers that arise from such a radical autonomy. It is concluded that only fully emancipated education, seemingly paradoxically, can not only cease to be an instrument of various emancipation projects, but also to become a very practice of emancipation.
... All of this might be put rather more polemically: are the fundamental cultural studies and Rancièrean critiques of disciplinarity anything more than critiques of the past? Is The Ignorant Schoolmaster (Rancière 1991) any longer an allegory about the problems of power as exemplified in pedagogy? Is it now simply a story about how things used to be in schools? ...
... Siinä ei ole kyse tietoa arvottavista hierarkioista, vaan erilaisen tiedon kunnioittamisesta (ks. Rancière 1991). Samalla kun Hiljainen yliopisto tarjoaa paikan oppimisille ja opettamiselle, se luo vaihtoehtoista (poliittista) kieltä. ...
A collection of articles on the ethics of community art, edited by Lea Kantonen and Sari Karttunen.
... 8 The curator, Kerttu Palginõmm, invited me to visit the exhibition. She also asked me to give a public talk about how power is also a property of materiality, making politics sensorial and consequently more real and viable (Rancière 2006). In some of the objects in the exhibition we could also recognise geopolitical clues and historical connections, for example the commercial routes of the Hanseatic League, as well as communicative artefacts, such as the signet ring of a nobleman and the historical notion of the 'Other', evidenced via a brooch with the head of a Saracen on it. ...
Ethnographic Experiments with Artists, Designers and Boundary Objects is a lively investigation into anthropological practice. Richly illustrated, it invites the reader to reflect on the skills of collaboration and experimentation in fieldwork and in gallery curation, thereby expanding our modes of knowledge production. At the heart of this study are the possibilities for transdisciplinary collaborations, the opportunity to use exhibitions as research devices, and the role of experimentation in the exhibition process. Francisco Martínez increases our understanding of the relationship between contemporary art, design and anthropology, imagining creative ways to engage with the contemporary world and developing research infrastructures across disciplines. He opens up a vast field of methodological explorations, providing a language to reconsider ethnography and objecthood while producing knowledge with people of different backgrounds.
... Just as Rancière (1991) argues, one does not need subject knowledge in order to facilitate learning in that subject, so a way forward lies in what Ellsworth calls "the experience of the learning self" (2005, 2). As education continues to form the person, so the self in the act of learning is formed and re-formed through this experience as it lets go of previous assumptions and makes new ones 16 . ...
Given that learner agency in making meaning from subjective learning experiences is central to constructivism, how can teachers provide structure without diminishing that agency? This paper comprises an a/r/tographic analysis of a practice-based research project situated outside formal education, which shares the teacher’s role across a community learning group. This group collectively chose and researched a new topic for each session, sharing this research in session and discussing the lesson this made. This model not only provides the basis for a consensual education, but also offers opportunity for empowerment through collectively taking ownership of learning, demonstrating that as engaged learners we can shape the structures through which we build learning agency. As education and culture shape each other, so learners emerge as critical citizens able to re/form community and culture for mutual benefit, open in turn to being re/formed by them. Understanding learning as a creative process, this paper juxtaposes Gert Biesta’s concept of creative practice as a dialogue with the world against the re-emergent concept of cultural democracy. Education re/produces cultural values; by not assuming control of learners’ education for them – by not inhabiting the role of teacher – we do not diminish the space for new, emergent structures to be realised. This paper seeks to show that by performing the teacher’s functions between us, we increase our intrinsic motivation for learning, also allowing for possibilities of new knowledge emerging. As will be shown, constructivism needs no singular teachers, only people to learn alongside and share the practice of learning with.
In crisis situations, during armed conflicts or after natural disasters, education systems often fail to provide access to the quality of education that is arguably crucial for conflict stabilisation, peacemaking, and development, particularly in countries recovering from war. Challenges to educational provision in (post-)crisis situations and the demands of curriculum change are well discussed and thoroughly documented in the literature. However, the critical role of teachers is often discussed in general terms but not well understood. Furthermore, little is known about the challenges with initial teacher education in post-crisis contexts, or about the quality of teaching in such contexts.
This study aims to identify the challenges with providing quality teaching and teacher education in crisis situations by studying the case of Mosul University in Iraq. Focusing on developments after the demise of the Islamic State, the study looks at expert interviews as a means of exploring the perspectives of teacher educators at different faculties of Mosul University. It also analyses the teacher education curriculum and its development and implementation. Our findings provide an insight into teacher education structures in Iraq and the broader challenges presented by crisis contexts. A core challenge appears to be the centralised curriculum, which focuses on subject specific knowledge rather than other types of knowledge that are of key importance for prospective teachers in areas affected by conflict. Finally, the article provides suggestions for improving the teacher education curriculum at Mosul University and for addressing the challenges presented by crisis contexts.
For the past several decades, academics from all disciplines have condemned and lamented the transformation of universities into neoliberal institutions. This chapter draws from these texts to examine the environment within which academic workers are supposed to write critical theory. In doing so, this chapter asks a simple question: is it possible to write critical theory while working in the neoliberal university? Just as the conditions that produce hunger do not produce the possibility of providing food, the conditions of the neoliberal university may well attest to the need for critical theory, but the circumstances that give rise to this need do not necessarily provide any solution.
In June 2020, the Vienna Declaration shed light on the viability of artistic research with an identity of its own. In its introduction, it explicitly states the need to “guarantee and incorporate post-graduate studies based on practice, in higher arts education in all European countries, in order to further develop artistic research...”. For the time being, there is no culture of initial training in the theoretical and practical bases of artistic research in Spain. This leads to a lack of initial training in artistic education that is not made up for by the more specialized Master’s studies.
This monograph aims to bring the reader closer to international research linked to artistic research and scientific research articles within the artistic field of a transdisciplinary nature. It is the result of the contributions of international researchers to the 1st International Conference: Intersection of Art, Society and Technology in Musical Innovation, held from the 3rd to the 5th of September 2021 and organised by the University of Valladolid and the Katarina Gurska Institute for Artistic Research (IKG), the latter being a body dependent on the Katarina Gurska Foundation for Education and Culture. The event brought together leading researchers from the field of avant-garde artistic research, and musical research, inspiring minds of the 21st century who produce knowledge through researchers that focus on music as a transversal and interdisciplinary axis: art, space, perception, performance, health, education, and society, among others.
The book, in monograph format, brings us closer to different lines of research linked to the field of musical culture, connects with environments of the digital era, always from a transdisciplinary perspective, innovates in emerging pedagogies within the artistic field, and all this from the hand of prestigious professors, scientists, researchers and professionals from the world of music, who, with their relevant vision, enrich this book.
Based on these assumptions, the coordinators of this monograph thought of bringing together the most relevant researchers who participated in the International Congress and the result is as follows: In the first chapter, “Soundwalking: Between Art and Non-Art”, Marcel Cobussen presents an essay focusing on soundwalking as an art form that has developed for decades on the fringes of the academic art world. He addresses the resolution to the question “are there art forms in which both social and artistic-aesthetic requirements can be fulfilled?” The manuscript glimpses a strong focus on the artistic and aesthetic aspects of a product or process that may converge well with an equally strong focus on knowledge production and social relevance through Soundwalking.
In the second chapter, “Towards a New Paradigm for Music Research: Evidence from a Research Assemblage”, Pamela Burnard sets the focus on a new paradigm within music research, recognising the importance of exploring different creative processes within the musical field, undertaking new interdisciplinary research more in line with 21st century society and its needs, and encouraging a rethinking and reformulation of emerging processes of music research and innovation.
In the third chapter, “Exploring innovations within music Education Research”, Ana Lucía Frega and Julia Brook advocate the need to rethink the knowledge of different ways of developing various methods to contribute to the improvement of music education. They suggest how to promote innovation not always from the creation of new resources, but from the reassessment of all those elements we have in order to be able to address systematic, organisational and pedagogical changes within music education.
In the fourth chapter, “Narratives on the Musical Instrument. Musical Practice Between Action Theory and Media Theory”, Elena Ungeheuer analyses the academic-theoretical considerations on the use of musical instruments and the media-theoretical considerations on media transformations and how they affect the instruments. In the field of media education, she approaches the concept of metaverse linked to musical environments with unlimited connectivity.
In the fifth chapter, “Hypermusic: New Musical Practices at the Crooroads of Music, Art and Thought”, Paulo de Assis approaches the concept of hypermusic as a tool for the generation of new musical practices and the
connected deepening between art, philosophy and music. The importance of the article lies in understanding the potential of the concept of hypermusic as a challenge related to the role and function of musical creativity in our contemporary society. It theorises interpretative practices that will combine different modes of research, focusing especially on the emerging mode of practice-based research, which will contribute to the application of mixed methodologies within an artistic, aesthetic, and academic field of operations, and will enhance innovative approaches to performance and musical composition solidly anchored in research and critical thinking.
In the sixth chapter, “In search for Art’s Relevance for Itself: Artistic Research and the Aesthetic Regime of Art”, by Lucia D’Errico, we find anessay that focuses on the relationship with art, questioning whether art today is relevant for art itself. The article is based on three axes: the first refers to the analysis of the social, political, and technological conditions of the aesthetic regime, the second focuses on the individualisation and critique of current ways of being artists, and the third is linked to the proposal of artistic research as a reaction to neoliberal logics and as an advance towards a new understanding of the relevance of art itself.
In the seventh chapter, “Listener-Centred Sonification Practice As Transdisciplinary Experimental Artistic Engagement”, Jorge Boehringer, Marcin Pietruszewski, John M. Bowers, Bennet Hogg, Joseph Newbold,
Gerriet K. Sharma, Tim Shaw, and Paul Vickers present the Radical project, which is based on the research and practice of sonification as a transdisciplinary, listener-centred activity. The authors analyse sonification from the perspective of artistic and musical practice. Emphasis is placed on spatial listening, embodied experience and interaction with the environment and communication, resulting in a questioning of the methodology, objects andfoundations often assumed for sonification. The reader is invited to apply an ethnographic ear to a roundtable presentation that investigates new sound and music practices that converge in a rethinking of sonification as an engaged aesthetic activity that produces and entails new technical and
epistemic knowledge.
The monograph closes with the chapter “The Sciences and the Arts in Search of the New” by Hans-Jörg Rheinberger. It aims to show that the sciences and the arts, including music and sound research, operate
on a common ground. The sciences represent logic, while the arts embody intuition. In order to break this dichotomy, the article endeavours to challenge this one-sided image of the sciences from within and, in doing so, to show that each of the two fields, the sciences and the arts, have a part in the other. There is an element of the artistic in the sciences, as well as vice versa: there is also an irreducible element of the epistemic on the part of the arts.
The proposal presented in this monograph, made up of eight chapters, aims to bring the reader closer to new trends in artistic research as well as applied research and to make them reflect on music in different formats
and contexts.
This article tackles the problem of how to transcend affinities for hierarchy and in their place generate desires for equality. Drawing from Jacques Rancière’s (1991) paradoxical treatment of equality in his The Ignorant Schoolmaster as something that is verified by unequal subjects, I show that Rancière treats equality as something only possible in the context of a false authority, the teacher, encircling students in a political boundary out of which they must break. Turning to Adam Phillips’ (2002) writing on the relationship between democracy, equality and psychoanalysis in his book Equals , I argue that uncovering internal desires for dominance and hierarchy is a prerequisite for cultivating different desires. As Phillips shows, we must become equal with ourselves in order to cultivate appetites for democracy, and to do the work that democracy requires. Taken together, these two texts demonstrate the necessity of two interrelated steps for transcending dominant structures: cultivating desires and exercising capacities for democratic equality.
In this chapter we present a concrete case of community intervention in a women’s prison in Brazil. This case illustrates our approach as researchers and professionals at our center for research, training, and intervention (NOSS), which is mainly focused on community issues and is part of a Brazilian higher education institution. The researchers/interveners adapted methodologies based principally on listening and the construction of existing narratives to identify and symbolically value the knowledge developed by these women before and during incarceration. Finally, the case presented here concerns the empowerment of a group of women in prison. We undertook the challenge of contributing to the development of a pilot project for a community intervention methodology aligned with the national Programa Mulheres Mil for increasing knowledge of women in prison about the world of work.
This paper outlines the pedagogical approaches taken on a University Access course, teaching predominantly mature students on a 12-week 'inclusion in education' module. The methods aimed to validate and develop literacy and academic skills for students undertaking undergraduate courses. Practice on the programme of study, replicated over three years, is informed by transformative learning theories. We outline how our developing praxis situates students' self-concepts in confronting past biographical experiences of education and empowers them to improved literacy and purpose. We further propose that such andragogical approaches to teaching and learning can potentially serve as a model for improved literacy practices in post-compulsory education in England-a curriculum and qualification regime in radical need of overhaul and replacement.
The argument of this contribution centres on the interrelationship between pedagogical responsiveness and the cultivation of democratic citizenship education in African higher education. When teachers and students are encouraged to act autonomously, deliberatively and diffractively, the possibility exists that human relations can respond to some of the societal dilemmas that confront them on the African continent and perhaps elsewhere. What emanates from our philosophical engagement with notions of pedagogy, responsiveness, democratic citizenship and education is a renewed and expansive attempt to integrate the notion of bare life into human actions. When the latter manifests – that is, a recognition of bare life in pedagogical encounters – the possibility is always there to respond to some of the complex and challenging situations that confront humans and with which they can make claims about legitimate human co-existence and recognition on the African continent.KeywordsDemocratic citizenshipPedagogical responsivenessRhythmic caring
Ubuntu
9
ReCreaDe the Book documents the Intensive Programmes of an Erasmus+ project, ReImagining Creative Democracy (2018-2021) in the form of a handbook that aims
to animate teachers across Europe to creatively engage in democratic edu-
cation in their school. Each chapter includes clear, structured descriptions
and background materials to support the uptake of these approaches by
other educators. By presenting these practices in ReCreaDe the Book, it is
hoped that other educators and teacher educators are encouraged to crea-
tively adopt and imaginatively adapt these practices.
Many scholars, students and teachers who admire and continue to find inspiration in Paulo Freire’s and Ivan Illich’s work often insist on a shared common ground. This is done for good reason: Illich and Freire sought a sense of hope and liberation beyond the limitations by which large sections of humanity remain oppressed. It is therefore too easy to argue that texts like Pedagogy of the Oppressed and Deschooling Society can be aligned in sustaining a liberating and emancipatory approach, just as Illich’s case for the disestablishment of education would make a lot of sense if it were aligned with Freire’s critical pedagogical narrative. However, as this paper begins to show, though noble, such an approach would be detrimental to the one foundational aspect which both works happen to share: the claim to heterodoxy by which both Freire and Illich have endeared to make their case. More than a standard academic paper, this is a reflection on decades of being engaged with these two books. In a mix of personal and academic thoughts, and mostly taken from an Illichian perspective, the author argues that one must clearly separate these books by further submitting them to a reading that would immediately dispense with the gloss by which they remain canonized though often confused. While not exhaustive, this paper is meant to provoke more questions than give any specific answers.
For many centuries, educational science had a blind spot in classrooms. Historians
of education studied the thoughts and work of pedagogues, dead pedagogues, and
laws, theories and regulations, but we knew hardly anything about real-life education
activities in the classroom. Following successive turns, mainly since the eighties, historians of education started to change their perspective and chose a cultural, interpretative perspective attempting to unpack the black boxes of schooling. School objects, how they were used and by whom, when, where... appeared to be the key to opening these boxes.
Connecting pictures, school objects, museums and history of education, this
chapter addresses history as a subject of education and the history of education. Taking
post-war Spain as a case study, although it is possible to find similar examples from
different countries and periods (from the past and currently), we offer examples of the ways in which Franco´s regime naturalised its political control, created a national history, and imposed a national identity. Looking at history as an educational
subject from the perspective of the material culture of the history of education
will reveal new perspectives about the past and about ourselves.
In der hier vorliegenden Promotionsschrift wird ein von der Akteur-Netzwerk-Theorie inspirierter ethnographischer Forschungsansatz angewandt, um, ausgehend von dem Setting des Studiokurses an einer spanischen Architekturschule, aufzuzeigen, wie Architekt:innen die disziplinären Logiken der Architekturausbildung und in weiterer Instanz die Schnittstelle zwischen Ausbildung und professioneller Praxis problematisieren und aus der Disziplin selbst heraus neu verhandeln. Hierbei wird beschrieben, (1) wie die Einheit von Architekturausbildung und der Bauwelt/Baupraxis aufgebrochen wird, (2) wie der Begriff des Grundproblems in der architektonischen Gestaltung selbst problematisiert wird und, (3) wie in der architektonischen Produktion, (lokale) sozio-politische Themen, die agency von nicht-menschlichen Akteur:innen und die ethische Verantwortlichkeit von Architekt:innen für die gebaute Umwelt, neue Relevanz gewinnen. Basierend auf einer ethnographischen Feldforschung (zwischen 2017-2019), wird in dieser Dissertation eine neue Konzeptualisierung von Architektur vorgestellt: die ‚Architektur als theoretische Praxis‘. Diese eröffnet neben der ‚Architektur als Form‘ und der ‚Architektur als Entwurfspraxis‘ eine weitere Betrachtungsebene von Architektur, welche es ermöglicht die architektonische Produktion jenseits des Entwurfs von Gebäuden und Bauelementen zu untersuchen und aufzuzeigen, wie Architekt:innen in Gestaltungsprozessen Konzepte und Diskurse selbst bauen und so als Teil ihrer sozio-materiellen Praktiken umsetzen. Dadurch werden Parallelen zwischen der Akteur-Netzwerk-Theorie und der ‚Architektur als theoretische Praxis‘ diskutiert und aufgezeigt, wie beide als (unterschiedliche) Formen einer „Anti-Theorie“ definiert werden können.
My book makes the case for confrontational and thoughtful modes of political engagement. I draw on a variety of authors including Machiavelli, Douglass, Kant, Arendt, Du Bois, Freire and Anzaldua to advance my argument.
This paper discusses a team-taught course we designed, executed and evaluated at Tibble Gymnasium, an upper secondary school in Stockholm, Sweden. With the use of a two-teacher system we wanted to overcome typical difficulties philosophical novices face. After discussing the justifications for designing and teaching the course, we continue to detail its structure and content. Next we evaluate the project with reference to data collected from the students and from reference groups. The resulting effects on students as well as teachers are considerable. The students in the project are, according to the data, more satisfied with their learning and earned higher grades than students in the reference group and the teachers have improved their philosophical and pedagogical skills.
Education and Society: Expectations, Prescriptions, Reconciliations. Proceedings of ECER
2021.Research on Arts Education. Geneva (online), 6-10 September 2021
This study aimed to provide a conceptual reflection on Service Learning through arts education at the tertiary level. In Service Learning as in many other areas, the role of art is poorly understood. This study used several methods to reach the attitudes of pre-service teachers toward Service Learning and the inclusion of Service Learning in the curriculum of art based courses in primary teacher education. In addition to pre-service teachers, teacher educators and teachers were included in the study to have a holistic perspective about the promotion of Service Learning through art-based courses in teacher education. The study was conducted in Vienna and the setting of the study was the courses on art-based subjects such as drawing, textile and handicraft where a Service Learning project was implemented. A questionnaire was applied to 50 pre-service teachers who rated the importance of Service Learning through a rating scale (5 point-Likert-scale) while teachers and teacher educators were surveyed through semi-structured questionnaires. Questionnaires were analyzed to reach descriptive statistics on the rating scale through the SPSS program and the questionnaires were analysed through content analysis. The
study showed that pre-service teachers believe that Service Learning offers excellent opportunities for art-based subjects in the field of art education, textile and crafts and it revealed the areas that require improvement in the curriculum. Besides the rating-scale findings, teachers and teacher educators emphasized the necessity of expanding Service Learning to a greater part of the curriculum in teacher education.
This paper provides an analogical analysis of the educational styles of Paulo Freire and
Kazimierz Ajdukiewicz. Although it seems they do not have much in common, we have
found some striking similarities regarding, above all, their attitude towards the foundation
of education and the deep, abstract structure of human/social relations. Consequently, in
this paper, we posit that accurately (pragmatically) organized education in logic is necessary for any dialogical approach to education and social life.
In the Paris Commune of 1871, collectives, collective action, and shared spaces were imagined through metaphors of mounding and scattering. This article explores the material imagination that underlies these metaphors and several improvised urban constructions through which they manifested. In particular, it refers to a mound of sticks and manure built to cushion the fall of the monumental Vendôme Column, heaps of meaningless consumer goods, impromptu barricades piled up in the streets, stellar matter imagined by Auguste Blanqui, conjugations of terms in poems by Arthur Rimbaud, and ultimately the piled bodies of the Communards themselves. This shared preoccupation, I suggest, enabled collective improvisation and the “articulation work” of cobbling together a new public world (Star and Strauss, 1999: 10).
This paper addresses the rift between the teacher’s sense of self as a causal agent
and the experience of being in lack of control in the classroom, by way of Hans Vaihinger’s
philosophy of ‘as if.’ It is argued that understanding agential control in terms of a valuable
fiction—a practical (ethical) fiction in Vaihinger’s vocabulary—can offer a way of bridging
this rift and can help teachers make sense of the tension between their felt need to strive for
control and their experience of suffering from lack of control. A fiction, it is argued, is
different from an illusion in that fictions can be affirmed without being believed. Unlike
illusions, valuable fictions can be recognized as fictions and still retain some of their affective power over us, thereby allowing us to act ‘as if.’ In education, this is helpful as it means that we can make use of valuable fictions without assuming that these have to be protected from the critical gaze of non-believers. In fact, we can openly acknowledge that we rely on fictions as this is part and parcel of being a human being with a limited cognitive ability
Peneliti memilih novel Animal Farm dikarenakan isu-isu politik yang dihadirkan di dalam novel ini sangat relevan dengan kehidupan sekarang, dimana penyalahgunaan kekuasaan masih sering terjadi di dalam kehidupan sehari-hari. Pemilihan judul “Subjek dan Demokrasi dalam Novel Animal Farm Karya George Orwell: Kajian Post-Marxisme” digunakan untuk menggambarkan demokrasi yang tidak mencerminkan sebuah tatanan yang melindungi warga negara, sehingga memunculkan perlawanan dan upaya migrasi yang dilakukan oleh subjek. Peneliti menggunakan teori Giorgio Agamben dan Jacques Ranciere untuk menggambarkan kedaulatan (sovereignty) atau tatanan sosial (the police) menindas warga negaranya. Teori Ranciere digunakan untuk menganalisis perlawanan dan upaya migrasi yang dilakukan oleh subjek.
Tujuan dari penelitian ini yaitu untuk mengungkapkan bagaimana kedaulatan atau tatanan sosial menindas subjek, bagaimana perlawanan subjek terhadap demokrasi palsu serta upaya migrasi yang dilakukan oleh subjek. Penelitian ini menggunakan objek materia berupa novel Animal Farm karya George Orwell dan objek forma berupa teori post-marxisme Giorgio Agamben dan Jacques Ranciere. Penelitian ini menggunakan metode studi pustaka.
Hasil dari penelitian ini yaitu terdapat hubungan yang menindas antara negara dengan warga negaranya yang dalam hal ini kedaulatan menetapkan state of exception atau penguasa membagi-bagi tatanan sosial sesuai dengan kualifikasi tertentu sehingga membuat masyarakat menjalani kehidupan yang tidak layak (homo sacer atau demos) sehingga memunculkan perlawanan subjek terhadap demokrasi palsu dan upaya migrasi yang dilakukan oleh subjek berupa migrasi ideologi dan migrasi kelas.
This chapter seeks to investigate the manner in which visual artists approach the acquisition of knowledge and develop their practice through unanticipated discoveries in the manner of serendipity. To do this I focus on artists that choose to operate outside the conventional studio/gallery environment but favour the public realm. I map the strategies and tactics employed by these artists, charting the development and incorporation of modes of serendipity. These artists see the completion of their work as being dependant on audience-participation and on pure chance, therefore the success of a project is often unknown and unpredictable but is a key to this enquiry. I pay particular attention to the work of Adam Chodzko and Jeremy Millar who openly taunt failure, embracing the unpredictable and the unsought.
The current neo-liberalization of academia threatens the historical role of the university as a safe haven where critical thinking and intellectual emancipation can take place. Instead of educating questioning and independent knowledge seekers, much teaching centres on producing employable, efficient and uncritical workers who instrumentally solve problems within the given system. This essay considers the possibilities and limitations of contesting the neo-liberalization of academia through the teaching practice of not-knowing. This is done by drawing upon the work of Jacques Ranciére and by exploring how ignorant university teaching practices might lead to intellectually emancipated students. To push our imagination and understanding, the film Dead Poets Society is used as an empirical illustration.It is shown that ignorant (university) teachers can intellectually emancipated students through the practice of not-knowing by: (1) practising our own equality; (2) announcing the students’ inevitable equality; and (3) creating spaces for intellectual emancipation for our students.
Tämä artikkeli tutkii ranskalaisajattelija Jacques Rancièren älyjen tasa-arvon käsitettä sekä tasa-arvon periaatetta demokratiakasvatuksessa. Artikkelin kollaboratiivinen empiirinen aineisto koostuu 19 opettajaopiskelijan sekä heidän opettajanaan toimineen kirjoittajan autoetnografisista teksteistä yhden lukuvuoden mittaisen kurssin ajalta. Kirjoittajan kokoama ja kertoma moniääninen autoetnografinen tarina tuo esiin erilaisia näkökulmia opettajuuteen ja opettajaksi kasvamiseen, joita peilataan Rancièren ajatteluun. Artikkeli valottaa Rancièren filosofian antia demokratiakasvatukselle ja konkretisoi Rancièren käsitteitä. Lisäksi artikkeli jäsentää älyjen tasa-arvoa autoetnografisen tutkimusmetodin perustana. Artikkeli tarjoaa yhden esimerkin, kuinka demokratiakasvatusta voi toteuttaa ja samalla opettaa yliopistossa.
Recent proliferation of participatory performance forms has prompted debate on the agency of participants. Consideration of agential potential must go beyond the enactment of the work, however, to assess how participatory experiences can be self-documented and how such records may inform artistic pedagogy. Through discussion of a creative learning project on live action role-play design, facilitated by the author in 2018, pedagogy is reconceived as a curatorial practice that provides frameworks for co-creative learning. Self-documentations of play experiences can, subsequently, be understood as gifts that extend the agency of participants, calling for reciprocal responses from new generations of players.
ResearchGate has not been able to resolve any references for this publication.