Against school: an epistemological critique.
The paper argues that the modern school is an 'intolerable' institution. Contrary to the sensibilities of educational research that look for more and/or better schooling as a way of making education more equal and more inclusive, our position is against the modern European school as an institution o...
| Publicado en: | Discourse: Studies in the Cultural Politics of Education Vol. 43; no. 6; pp. 985 - 1000 |
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| Autores principales: | , |
| Formato: | Artículo |
| Publicado: |
Taylor & Francis Ltd
Dec2022
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=160483012&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 160483012 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 01596306 54J jtl: Discourse: Studies in the Cultural Politics of Education issn: 01596306 maglogo: N pubinfo: dt: Dec2022 vid: 43 iid: 6 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 160483012 10.1080/01596306.2021.1947780 ppf: 985 ppct: 15 formats: fmt: – @attributes: type: T – @attributes: type: P size: 1.2MB tig: atl: Against school: an epistemological critique. aug: au: Ball, Stephen Collet-Sabé, Jordi affil: Institute of Education, University College London, London, UK Faculty of Education, Universitat de Vic – UCC, Barcelona, Spain su: Moral education School rankings Education research Self Equality sug: subj: Moral education School rankings Education research Self Equality keyword: critique epistemology Foucault politics of the self reversal School ab: The paper argues that the modern school is an 'intolerable' institution. Contrary to the sensibilities of educational research that look for more and/or better schooling as a way of making education more equal and more inclusive, our position is against the modern European school as an institution of normalisation within which equality and inclusion are impossible. Foucault's strategy of reversal is used as a means of subversion to argue for an end to schooling. Concretely the paper highlights the epistemic fundamentals of the modern school and in particular the dynamics of normalisation related to the universal and the production of inequalities and isolated individuals. The paper asserts the need to be 'against' rather than 'for' the school and the abandonment of the 'redemptive perspective'. Over and against this, we propose the need to think education differently and apart from the school in order to open up other educations, and specifically education as an ethical activity, an exploration of limits, and a politics of the self. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Discourse: Studies in the Cultural Politics of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Discourse: Studies in the Cultural Politics of Education holder: Taylor & Francis Ltd dt: @attributes: year: 2022 holdings: @attributes: islocal: N |
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