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|Appears in Collections:||School of Education Journal Articles|
|Peer Review Status: ||Refereed|
|Title: ||A New Logic of Emancipation: The Methodology of Jacques Ranciere|
|Author(s): ||Biesta, G J J|
|Contact Email: ||email@example.com|
|Issue Date: ||Feb-2010|
|Publisher: ||Wiley-Blackwell / College of Education at the University of Illinois at Urbana-Champaign and co-sponsored by The John Dewey Society, the Philosophy of Education Society, the American Educational Studies Association, and the College of Education at the Univ|
|Citation: ||Biesta GJJ (2010) A New Logic of Emancipation: The Methodology of Jacques
Ranciere, Educational Theory, 60 (1), pp. 39-59.|
|Abstract: ||The idea of emancipation plays a central role in modern educational theories and
practices. The emancipatory impetus is particularly prominent in critical
traditions and approaches where the aim of education is conceived as that of
emancipating students from oppressive structures in the name of social justice
and human freedom. What is needed to effect emancipation, so it is assumed in
this tradition, is an exposition of the workings of power, as it is only when
one sees and understands how power operates that it is possible to address its
influence. In several of his publications the French philosopher Jacques
Rancière has raised questions about the logic of this view of emancipation.
Throughout his career Rancière has also worked consistently on the articulation
of a different approach, an alternative way to understand and do emancipation.
In this essay Gert Biesta provides a systematic reconstruction of Rancière's
ideas on emancipation from three angles: political theory, political practice,
and the practice of education. Biesta argues that Rancière provides us with a
new and different way to understand how education might contribute to
emancipation and also where and how, often in the name of emancipation and
democracy, it actually hinders emancipat|
|Type: ||Journal Article|
|DOI Link: ||http://dx.doi.org/10.1111/j.1741-5446.2009.00345.x|
|Rights: ||The publisher does not allow this work to be made publicly available in this Repository. Please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author; you can only request a copy if you wish to use this work for your own research or private study.|
|Affiliation: ||Education Management and Support|
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