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Demonstrates the importance of Rancière's educational thought and how educational theory needs to be informed by his philosophical project.
The widespread use of the measurement of educational outcomes in order to compare the performance of education within and across countries seems to express a real concern for the quality of education. This book argues that the focus on the measurement of educational outcomes has actually displaced questions about educational purpose. Biesta explores why the question as to what constitutes good education has become so much more difficult to ask and shows why this has been detrimental for the quality of education and for the level of democratic control over education. He provides concrete suggestions for engaging with the question of purpose in education in a new, more precise and more encompassing way, with explicit attention to the ethical, political and democratic dimensions of education.
The first comprehensive introduction to one of the most influential French thinkers writing today, exploring Rancière's ideas on philosophy, aesthetics and politics.
Power has been a defining and constitutive theme of adult education scholarship for over a century and is a central concern of many of the most famous and influential thinkers in the field. Adult education has been particularly interested in how an analysis of power can be used to support transformative learning and democratic participation. In a fragile and interdependent world these questions are more important than ever. The aim of this collection is to offer an analysis of power and possibility in adult education which acknowledges, analyzes and responds to the complexity and diversity that characterizes contemporary education and society. Power and Possibility: Adult Education in a Diverse and Complex World explores the topic of power and possibility theoretically, historically and practically through a range of perspectives and in relation to varied areas of interest within contemporary adult education. It is concerned with addressing how power works in and through adult education today by exploring what has changed in recent years and what is shaping and driving policy. Alongside this the book explores ways of theorizing learning, power and transformation that builds and extends adult education philosophy. In particular it takes up the themes of diversity and solidarity and explores barriers and possibilities for change in relation to these themes.
This revised edition of the classic text explores the complexity of what learning to teach means. While the research on teacher education continues to proliferate, Practice Makes Practice remains the discipline’s indispensable classic text. Drawing upon critical ethnography, this new edition of this best-selling book asks the question, what does learning to teach do and mean to newcomers and to those who surround them? Deborah P. Britzman writes poignantly of the struggle for significance and the contradictory realities of secondary teaching. She offers a theory of difficulty in learning and explores why the blaming of individuals is so prevalent in education. The completely revised introduction presents a refined and further developed theoretical framework and analysis, discussing why we might return to a study of teaching and learning. Also included in this updated edition is an insightful “hidden chapter” that comments on the methodology of the study and some of the dilemmas the author continues to face as her own thinking develops around the issues of representing teaching and learning for those just entering the profession. Deborah P. Britzman is Distinguished Research Professor at York University. She is the author of many books, including The Very Thought of Education: Psychoanalysis and the Impossible Professions; After-Education: Anna Freud, Melanie Klein, and Psychoanalytic Histories of Learning; and Lost Subjects, Contested Objects: Toward a Psychoanalytic Inquiry of Learning, all published by SUNY Press.
Reading Rancière brings together leading international scholars in the first sustained critical exploration of Rancière's work on politics, aesthetics and philosophy in English.
The development of Rancière’s philosophical work, from his formative years through the political and methodological break with Louis Althusser and the lessons of May 68, is documented here, as are the confrontations with other thinkers, the controversies and occasional misunderstandings. So too are the unity of his work and the distinctive style of his thinking, despite the frequent disconnect between politics and aesthetics and the subterranean movement between categories and works. Lastly one sees his view of our age, and of our age’s many different and competing realities. What we gain in the end is a rich and multi-layered portrait of a life and a body of thought dedicated to the exercise of philosophy and to the emergence of possible new worlds.
The Politics of Aesthetics rethinks the relationship between art and politics, reclaiming "aesthetics" from the narrow confines it is often reduced to. Jacques Rancière reveals its intrinsic link to politics by analysing what they both have in common: the delimitation of the visible and the invisible, the audible and the inaudible, the thinkable and the unthinkable, the possible and the impossible. Presented as a set of inter-linked interviews, The Politics of Aesthetics provides the most comprehensive introduction to Rancière's work to date, ranging across the history of art and politics from the Greek polis to the aesthetic revolution of the modern age. Available now in the Bloomsbury Revelations series 10 years after its original publication, The Politics of Aesthetics includes an afterword by Slavoj Zizek, an interview for the English edition, a glossary of technical terms and an extensive bibliography.
In Rancière’s Sentiments Davide Panagia explores Jacques Rancière’s aesthetics of politics as it informs his radical democratic theory of participation. Attending to diverse practices of everyday living and doing—of form, style, and scenography—in Rancière’s writings, Panagia characterizes Rancière as a sentimental thinker for whom the aesthetic is indistinguishable from the political. Rather than providing prescriptions for political judgment and action, Rancière focuses on how sensibilities and perceptions constitute dynamic relations between persons and the worlds they create. Panagia traces this approach by examining Rancière’s modernist sensibilities, his theory of radical mediation, the influence of Gustave Flaubert on Rancière’s literary voice, and how Rancière juxtaposes seemingly incompatible objects and phenomena to create moments of sensorial disorientation. The power of Rancière’s work, Panagia demonstrates, lies in its ability to leave readers with a disjunctive sensibility of the world and what political thinking is and can be.
