|Appears in Collections:||Faculty of Social Sciences Journal Articles|
|Peer Review Status:||Refereed|
|Title:||Learner, Student, Speaker: Why it matters how we call those we teach|
|Author(s):||Biesta, G J J|
|Citation:||Biesta GJJ (2010) Learner, Student, Speaker: Why it matters how we call those we teach, Educational Philosophy and Theory, 42 (5-6), pp. 540-552.|
|Abstract:||In this paper I discuss three different ways in which we can refer to those we teach: as learner, as student or as speaker. My interest is not in any aspect of teaching but in the question whether there can be such a thing as emancipatory education. Working with ideas from Jacques Rancière I offer the suggestion that emancipatory education can be characterised as education which starts from the assumption that all students can speak. It starts from the assumption, in other words, that students neither lack a capacity for speech, nor that they are producing noise. The idea of the student as a speaker is not offered as an empirical fact but as a different starting point for emancipatory education, one that positions equality at the beginning of education, not at its end.|
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