Rancière, Public Education and the Taming of Democracy
August 2011, Wiley-Blackwell
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
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).
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.,
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