Unpacking a Liturgical Framing of Desire for the Purposes of Educational Research

Datos Bibliográficos

ID8923996
AutoresIan Parker Renga (0000-0001-7467-1120, Western Colorado University, autor de correspondencia)
Año2017
Volumen53
Número3
Páginas263-284
Fecha de publicación2017-04-11
Open AccessNo
TipoARTICLE
RevistaEducational Studies (JOURNAL)
Identificadores de la revistaISSN: 0013-1946 • E-ISSN: 1532-6993
EditorialTaylor & Francis (PUBLISHER • GB)
DOI10.1080/00131946.2017.1303495
OpenAlexW2606050548
IdiomaEN
Citas recibidas4
Referencias citadas66

Much of the public discourse on education arguably reinforces the assumption that most stakeholders share the same desires for teaching and learning—desires reflecting a liberal paradigm that stresses individualism, control, and efficiency. But there are other desires, and additional empirical research informed by a Vygotskian sociocultural theory of learning could enrich this discourse. In my view, such research could benefit from a framework of desire compatible with the theory's central assumptions of learning as socially situated in cultural practices, teleological, and transformational. To this purpose, I offer a liturgical framing of desire put forth by James K. A. Smith, which treats humans as essentially desiring beings and defines desire as a potent force formed through participation in communal practices that orient practitioners' hearts (eros) toward particular futures (telos). I show how this framing satisfies key features of sociocultural theory and highlight two examples of how desire has been qualitatively examined and where the framing might enrich further examinations of education settings

Epistemology · Framing (construction · Pedagogy · Situated · Sociocultural evolution · Sociology · Telos · Education and Critical Thinking Development · Innovative Education and Learning Practices · Teacher Education and Leadership Studies

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