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Jacques Ranciere: Education, Truth, Emancipation de Professor Charles Bingham

Jacques Ranciere: Education, Truth, Emancipation

Autor Professor Charles Bingham, Professor Gert Biesta
en Limba Engleză Paperback – 25 aug 2010
Winner - AERA 2011 Outstanding Book AwardJacques Rancière: Education, Truth, Emancipation demonstrates the importance of Rancière's work for educational theory, and in turn, it shows just how central Rancière's educational thought is to his work in political theory and aesthetics. Charles Bingham and Gert Biesta illustrate brilliantly how philosophy can benefit from Rancière's particular way of thinking about education, and go on to offer their own provocative account of the relationship between education, truth, and emancipation. Including a new essay by Rancière himself, this book is a must-read for scholars of social theory and all who profess to educate.
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Specificații

ISBN-13: 9781441132161
ISBN-10: 1441132163
Pagini: 176
Dimensiuni: 138 x 216 x 15 mm
Greutate: 0.22 kg
Editura: Bloomsbury Publishing
Colecția Continuum
Locul publicării:London, United Kingdom

Caracteristici

Demonstrates how central Rancière's educational thought is to the overall trajectory of his philosophy.

Cuprins

1. On Ignorant Schoolmasters, by Jacques Rancière \ 2. A New Logic of Emancipation \ 3. The Figure of the Child in Rancière and Paulo Freire \ 4. Inclusion in Question \ 5. Recognition's Pedagogy \ 6. Truth and Emancipation \ 7. Learner, Student, Speaker \ 8. Conclusion: The World is Not a School \ Bibliography \ Index.

Recenzii

"By showing how the relationship between education and emancipation can be thought of as political, rather than psychological or sociological, Bingham and Biesta put into question many received educational ideas, for example about what 'school improvement' means and what is involved in 'inclusive pedagogy'. The book's argument and experimentations with concepts such as 'police', 'politics' and 'disagreement' vividly portray the relevance of Ranciere's thought for contemporary education practice, policy-making and philosophy." - Caroline Pellatier, Institute of Education, University of London, UK