Read more
A Pedagogy of Equality in a Time of Unrest addresses education and teaching as fundamental democratic forms of equality. It offers an alternative route for democracy and education and shows how particular shifts in ways of thinking and practising can lead to an education in favour of a democratic life for all.
The book identifies the distributive paradigm in education, and dismantles central aspects of such a paradigm. It revolves around the themes of equality, commitment, change, emancipation, freedom and ambiguity, all set in relation to the distinction between schooling and education. Drawing on a range of theorists such as Jacques Rancière and Judith Butler, as well as the early Sophists, the book develops strategies to counteract any attempts to close down opportunities of emancipation through education.
This book will be of great interest to academics, researchers and postgraduate students in the fields of the philosophy of education, history of education, critical sociology of education and educational theory. It will also appeal to activists and those interested in emancipatory forms of education and pluralist democracy.
List of contents
Preface. Introduction. 1. Change, Hope, and Commitment. 2. Rethinking Emancipation, Rethinking Education. 3. Education and Teaching as Verification of Equality. 4. Teaching as the Passion of Equality at the Border of Inequality. 5. Paideia and the Search for Freedom in the Educational Formation of the Public of Today. 6. The Scandal of a Culturally Responsive Pedagogy, Or Teaching "Anything to Anyone. 7. A Pedagogy of the Depressed. 8. Conclusion
About the author
Carl Anders Säfström is a Professor of educational research and Director of the Centre for Public Education and Pedagogy, Maynooth University, Ireland. He publishes extensively in educational theory and philosophy on the topics of democracy, equality and the concept of teaching in challenging times.
Summary
A Pedagogy of Equality in a Time of Unrest addresses education and teaching as fundamental democratic forms of equality. It offers an alternative route for democracy and education and shows how particular shifts in ways of thinking and practising can lead to an education in favour of a democratic life for all.
