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  1. Hope, Political Imagination, and Agency in Marxism and Beyond: Explicating the Transformative Worldview and Ethico-Ontoepistemology.Anna Stetsenko - 2019 - Educational Philosophy and Theory 52 (7):726-737.
    Given the sociopolitical crisis and turmoil in the world today, there is a great need for philosophical and sociocultural critiques that are not only concerned with deconstructing the prese...
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  • After the Glow: Race Ambivalence and Other Educational Prognoses.Zeus Leonardo - 2011 - Educational Philosophy and Theory 43 (6):675-698.
    The Right has a long history of questioning the importance of race analysis. Recently, the conceptual and political status of race has come under increased scrutiny from the Left. Bracketing the language of ‘race’ has meant that the discourse of skin groups remains at the level of abstraction and does not speak to real groups as such. As a descriptor, race essentializes identity as if skin color were a reliable way to perceive one's self and group as well as others, (...)
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  • The Conduct of Concern: Exclusionary Discursive Practices and Subject Positions in Academia.Eva Bendix Petersen - 2008 - Educational Philosophy and Theory 40 (3):394–406.
    Drawing on material collected amongst Danish and Australian humanities and social science academics, the article illustrates and problematises a particular and recurring discursive practice amongst academics: 'the conduct of concern'. Conceptualising the conduct of concern as an exclusionary and de-legitimising discursive practice, the article offers a (mis)reading of some of the storylines and constructions it could be seen to invoke and reproduce—amongst others, the idea of the autonomous, rational academic subject. The author discusses the conduct of concern, as a particular (...)
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  • An Illusory Interiority: Interrogating the Discourse/s of Inclusion.Linda J. Graham & Roger Slee - 2008 - Educational Philosophy and Theory 40 (2):277–293.
    It is generally accepted that the notion of inclusion derived or evolved from the practices of mainstreaming or integrating students with disabilities into regular schools. Halting the practice of segregating children with disabilities was a progressive social movement. The value of this achievement is not in dispute. However, our charter as scholars and cultural vigilantes is to always look for how we can improve things; to avoid stasis and complacency we must continue to ask, how can we do it better? (...)
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