Switch to: References

Add citations

You must login to add citations.
  1. Virtue Education: Josef Pieper’s Vita Contemplativa as Pedagogical Ground.Annette M. Holba - 2014 - Philosophy Study 4 (8).
    Download  
     
    Export citation  
     
    Bookmark  
  • Rethinking emancipation with Freire and Rancière: A plea for a thing-centred pedagogy.Joris Vlieghe - 2018 - Educational Philosophy and Theory 50 (10):917-927.
    In this article, I critically engage with a vital assumption behind the work of Paulo Freire, and more generally behind any critical pedagogy, viz. the belief that education is fundamentally about emancipation. My main goal is to conceive of a contemporary critical pedagogy which stays true to the original inspiration of Freire’s work, but which at the same time takes it in a new direction. More precisely, I confront Freire with Jacques Rancière. Not only is the latter’s work on education (...)
    Download  
     
    Export citation  
     
    Bookmark   6 citations  
  • Prácticas del maestro ignorante. Rancière y la educación para la emancipación.Carlota Gómez Herrera - 2023 - In Alba Vico Bosch & Luisa Vega Caro (eds.), Caminando hacia la innovación en educación: de la teoría a la práctica. Dykinson. pp. 476-491.
    Quien enseña sin emancipar no solo embrutece, predicaba Joseph Jacotot, sino que también adoctrina. Pasado un siglo y medio desde entonces, el filósofo y esteta francés emérito de la Universidad de París VIII y European Graduate School Jacques Rancière, en un ejercicio característico de la filosofía de la educación, publica en 1987 El maestro ignorante a partir de la experiencia de Jacotot. A lo largo de su vida y producción literaria, Rancière reflexiona concienzudamente sobre la naturaleza del proceso de enseñanza (...)
    Download  
     
    Export citation  
     
    Bookmark  
  • Time we do not have: The challenges of silence in an emancipatory, conversation-oriented curriculum.Soon Ye Hwang - 2022 - Educational Philosophy and Theory 54 (14):2520-2531.
    In this article, I explore my own classroom practices as a teacher of a university course on curriculum in order to investigate the potential emancipatory significance of a Rancièrean conversation-oriented curriculum. To provide a lived account of how emancipatory education with the premise of equality can be embraced, albeit not without challenges, in actual classroom practices, I focus on my most unsuccessful teaching experience—one in which I was routinely confronted by unusually prolonged periods of silence from my students. I first (...)
    Download  
     
    Export citation  
     
    Bookmark   1 citation  
  • A critique of Paulo Freire’s perspective on human nature to inform the construction of theoretical underpinnings for research.Kate Sanders - 2020 - Nursing Philosophy 21 (3):e12300.
    This article presents a critique of Paulo Freire's philosophical perspective on human nature in the context of a doctoral research study to explore “muchness” or nurses’ subjective experience of well‐being; and demonstrates how this critique has informed the refinement of the theoretical principles used to inform research methodology and methods. Engaging in philosophical groundwork is essential for research coherence and integrity. Through this groundwork, largely informed by Freire's critical pedagogy and his ideas on humanization, I recognized the need to clarify (...)
    Download  
     
    Export citation  
     
    Bookmark   2 citations  
  • Activism and the Academy in Ireland: A Bridge for Social Justice.Micheal O'Flynn & Aggelos Panayiotopoulos - 2015 - Studies in Social Justice 9 (1):54-69.
    Download  
     
    Export citation  
     
    Bookmark  
  • Critical Realism's Potential Contribution to Critical Pedagogy and Youth and Community Work: Human Nature, Agency and Praxis Revisited.Mike Seal - 2016 - Journal of Critical Realism 15 (3):263-276.
    In the light of late modern, postmodern and post-critical debates the difficulty of establishing a coherent theoretical framework for both critical pedagogy and youth and community work has been noted by several authors. In this article I will make the claim that critical realism, as a stance within the ontological, epistemological and aetiological paradigms, offers a way to ameliorate a number of tensions in critical pedagogy and youth and community work. Margaret Archer's theories around morphogenesis are particularly useful in re-examining (...)
    Download  
     
    Export citation  
     
    Bookmark  
  • Revisiting Rancière’s ‘radical democracy’ for contemporary education policy analysis.Jane McDonnell - forthcoming - Educational Philosophy and Theory.
    Just over a decade on from a spike of interest in Jacques Rancière’s writing within educational philosophy and theory, I revisit his interventions on democracy and education to make the case for (re)engaging with Rancière’s writing now to address important questions about contemporary education policy, the role of schools in democratic societies and public debate over the curriculum. Specifically, I argue that Rancière’s interventions on the Platonism that characterises both ‘progressive’ and ‘traditional’ arguments about school curricula in such contexts offer (...)
    Download  
     
    Export citation  
     
    Bookmark