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Education and the Political

New Theoretical Articulations

  • Book
  • © 2013

Overview

Editors:
  1. Tomasz Szkudlarek

    1. University of Gdańsk, Poland

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  • A unique point that sets our book apart from others’:
  • The authors of this international collection assume that conflict and
  • heterogeneity are inevitable ontological conditions in which education
  • works, and they propose a panorama of theoretical insights into how
  • education and politics can be articulated nowadays.

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Table of contents (10 chapters)

  1. Front Matter

    Pages i-viii
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  2. Introduction

    • Tomasz Szkudlarek
    Pages 1-13

  3. Are Duties of Justice in Education Global in Scope?

    • Zdenko Kodelja
    Pages 15-23

  4. Education for Resistance, Education for Consensus?

    • Leszek Koczanowicz
    Pages 25-39

  5. Grammars of Privatization, Schooling, and the “Network State”

    • André Elias Mazawi
    Pages 41-59

  6. Identity and Normativity

    • Tomasz Szkudlarek
    Pages 61-74

  7. Time Out

    • Gert Biesta
    Pages 75-88

  8. The Double Subjectification Function of Education

    • Claudia Ruitenberg
    Pages 89-105

  9. The Politics of the University

    • Jan Masschelein, Maarten Simons
    Pages 107-119

  10. Toward the Ignorant Gdańsk Citizen

    • Maria Mendel
    Pages 121-131

  11. Stop Making Sense

    • Carl Anders Säfström
    Pages 133-141
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Keywords

About this book

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.

Editors and Affiliations

  • University of Gdańsk, Poland

    Tomasz Szkudlarek

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