- Submit
-
Browse
- All Categories
- Metaphysics and Epistemology
- Value Theory
- Science, Logic, and Mathematics
- Science, Logic, and Mathematics
- Logic and Philosophy of Logic
- Philosophy of Biology
- Philosophy of Cognitive Science
- Philosophy of Computing and Information
- Philosophy of Mathematics
- Philosophy of Physical Science
- Philosophy of Social Science
- Philosophy of Probability
- General Philosophy of Science
- Philosophy of Science, Misc
- History of Western Philosophy
- Philosophical Traditions
- Philosophy, Misc
- Other Academic Areas
- More
Switch to: References
Citations of:
Righting wrongs
In Aakash Singh & Silika Mohapatra (eds.), Indian political thought: a reader. New York: Routledge (2010)
Add citations
You must login to add citations.
|
|
|
In this article, we address the limitations of sustainable development as an orienting educational horizon of hope and change, given that mainstream development presumes the possibility of perpetual growth and consumption on a finite planet. Facing these limitations requires us to consider the inherently violent and unsustainable nature of our modern-colonial modes of existence. Thus, we propose a shift from “education for sustainable development” to “education for the end of the world as we know it.” We contend that the predicament (...) |
|
|
This paper addresses one of the challenges in human rights education concerning the conceptualization of a pedagogical orientation that avoids both the pitfalls of a purely juridical address and a ‘cheap sentimental’ approach. The paper uses as its point of departure Richard Rorty’s key intervention on human rights discourse and argues that a more critical orientation of Rorty’s proposal on ‘sentimental education’ has important implications for HRE. This orientation is not limited to perspectives such as Rorty’s voyeuristic approach to sentimentality, (...) |
|
|
Corporate social responsibility has generally been recognized as corporate pro-social behavior aimed at remediating social issues external to organizations, while political CSR has acknowledged the political nature of such activity beyond social aims. Despite the growth of this literature, there is still little attention given to gender as the starting point for a conversation on CSR, ethics, and the Global South. Deploying critical insights from feminist work in postcolonial traditions, I outline how MNCs replicate gendered neocolonialist discourses and perpetuate exploitative (...) |
|
|
This article takes up Foucault's politics of human rights and suggests that it may constitute a point of departure for the renewal of HRE, not only because it rejects the moral superiority of humanism—the grounding for the dominant liberal framework of international human rights—but also because it makes visible the complexities of human rights as illimitable and as strategic tools for new political struggles. Enriching human rights critiques has important implications for HRE, precisely because these critiques prevent the dominance of (...) |
|
|
|
|
|
How can educators and their students interrogate the ethics and politics of suffering in ways that do not create fixed and totalized narratives from the past? In responding to this question, this essay draws on J. M. Coeetze’s Disgrace, and discusses how this novel constitutes a crucial site for bearing witness to the suffering engendered by apartheid through inventing new forms of mourning and community. The anti-historicist stance of the novel is grounded on the notion that bearing witness to suffering (...) |
|
|
Carrillo Rowe provides an analysis of Monster's Ball as a cultural narrative of white masculinity's redemption from the atrocities of racism through an interracial love story that erases white masculinity's national history and implication in a racist past while it displaces the black female body from that history and identification with the struggle for reparation. The nexus of sex, race, and desire is used to produce a new whiteness consistent with the emerging national multicultural logics of color blindness by undermining (...) |
|
|
ABSTRACT This article invites us to consider the task of education as we face the end of the world as we have known it. The first part of the article gives an overview of global and educational challenges, drawing attention to how formal education has been complicit in the reproduction of historical and systemic violence, as well as unsustainability. This section also offers a distinction between educational approaches that focus on personal empowerment and the mastery of knowledge and skills, and (...) |
|
|
This article seeks to interrogate the category of the ‘political’ through an exploration of the present trajectory of feminist peace activism in Sri Lanka. It provides a critical appraisal of current strategies adopted by the majority of feminist organizations that seem to suggest a shift from ‘refusal’ to ‘request’. This results in the resort to more ‘feel safe’ campaigns, rather than the placement of oneself in an antagonistic and oppositional relationship with the state, which continuously calls the political into question. (...) |
|
|
Democracy seems to be no longer self-evident. Colin Crouch and others describe a growing sense of alienation in politics: democratic institutions and procedures may be working properly, yet they themselves promote non-democratic values such technocracy, oligarchy, elitism. For the citizens, only an illusion of democracy persists. The article argues that the weakening of democracy in practice mirrors the vanishing of democracy in political theory and philosophy. We may face a crisis of democratic politics as a result of a crisis of (...) |
|
|
Human rights are a suspect project – this seems the only sensible starting point today. This suspicion, however, is not absolute and the desire to preserve and reform human rights persists for many of us. The most important contemporary critiques of human rights focus on the problematic consequences of the desire for universal rights. Some defenders of human rights accept elements of this critique in their reformulations, but opponents remain wary of the desire to think and act in human rights (...) |
|
|
The present essay focuses on problematizing the European Union's claim that intercultural dialogue constitutes an advocated method of talking through cultural boundaries—inside as well as outside the classroom—based on mutual empathy and non‐domination. More precisely, the aim is to analyze who is being constructed as counterparts of the intercultural dialogue through the discourse produced by the EU in policies on education, culture and intercultural dialogue. Within the Union, Europeans are portrayed as having an a priori historical existence, while the ones (...) |
|
|
Critiques of development aid from its recipient’s sometimes draw our attention to the perception of paternalism on the part of ‘development industry’ actors. Even within participatory project designs, critical voices recount experiences of clear power divides and informal hierarchies determining the content and form of ‘cooperation’. While neoliberal as well as neo-Marxist scholars base their critiques on a distributive scheme of global justice, post-development theory emphasizes respect and recognition as the central aspect of justice Indeed, post-development theorists continue to complain (...) |
|
|
: This essay is about women being crucial to the constitution of the state and the construction of the ideal of the nation. It argues that the role of actual women as reproducers of the nation and as iconic representations of mythological figures at the helm of nation building is bound up with a certain psychical fantasy of woman. It argues further that Women in Black and other political activist groups have developed embodied feminist politics that not only bring the (...) |
|
|
How can the use of testimonies, as representations of suffering, be understood in education? What kind of potential can the use of testimonies have for pedagogical transformation? In this article, drawing on Mollenhauer and Sontag, I discuss the problem of representation as selection in education as it is easier to opt out of that which is difficult to face, to describe and to understand. As an alternative, I see what happens if representations of suffering are related to voices and remnants (...) |
|
|
In this article, we explore the role of film in educational settings and argue that testimony and narrative are dependent upon each other for developing ethical judgments. We use the film 12 Angry Men to enhance our thesis that the emotional response that sometimes is intended in using film as testimonies in classrooms requires a specific listening; a listening that puts pupils at risk when they relate testimonies to their own life narratives. The article raises the importance of listening in (...) |
|
|
This paper explores the problem of racial privilege in US American feminist thought. Drawing on Gayatri Spivak’s analysis of ethics, particularly her ideas of epistemic discontinuity and teleopoietic reading, I argue that a specific kind of ethical openness can help feminist social-political philosophy better negotiate the legacy of white privilege. Spivak’s work calls for a reconsideration and reworking of the subject who theorizes. Her analysis of ethics suggests that racially privileged feminists must be able to confront their own complicity in (...) |
|
|
This article examines the moral, political and pedagogical tensions that are created from the entanglement of patriotism and human rights, and sketches a response to these tensions in the context of critical education. The article begins with a brief review of different forms of patriotism, especially as those relate to human rights, and explains why some of these forms may be morally or politically valuable. Then, it offers a brief overview of human rights critiques, especially from the perspectives of Foucault, (...) |
|
|
Xavier Herbert published his bestseller Capricornia in 1938, following two periods spent in the Northern Territory. His next major work, Poor Fellow My Country, was not published until thirty-seven years later, but was also set in the north during the 1930s. One significant difference between the two novels is that by 1975 photo-journalism had become a significant force for influencing public opinion and reforming Aboriginal policy. Herbert’s novel, centring upon Prindy as vulnerable Aboriginal child, marks a sea change in perceptions (...) |
|
|
ABSTRACT This paper responds to Vanessa Andreotti’s keynote address. In it, I draw out some educational implications of facing the everyday denials of the climate emergency. In particular, I mobilise Bruno Latour’s phrase ‘landing on Earth’ to indicate that the very terms through which we understand education, particularly as it relates to the future, require a profound shift. |
|
|
The definitive establishment of public-private governance has forced to abandon the theories of political autonomy that were valid until a few decades ago. In return, there has been a boom in the autonomy of the right conceived as a recovery of the natural law inherent to Human Rights. This article rescues from oblivion the two main criticisms made in the second half of the twentieth century to Human Rights: that of the conservative jurist Ernst Forsthoff and that of the Marxist (...) |
|
|
This paper considers political agency and space as found in Cavarero's For More Than One Voice: Toward a Philosophy of Vocal Expression in order to take a critical philosophical approach to human rights education and the political implications of its increasingly legal discourse. Like Arendt, Cavarero is concerned with a radical rethinking of political space, as not limited to place or legal borders, but bound by our human condition of plurality and relationality. Both Arendt and Cavarero want politics to be (...) |
PhilPapers logo by Andrea Andrews and Meghan Driscoll.
This site uses cookies and Google Analytics (see our terms & conditions for details regarding the privacy implications). Use of this site is subject to terms & conditions.
All rights reserved by The PhilPapers Foundation
Server: philpapers-web-c4c498947-n7slk uwo