Itay Snir
Biographic Data
| ID | 1380913 |
|---|---|
| NAME | Itay Snir |
| GIVEN NAMES | Itay |
| FAMILY NAME | Snir |
| SIGNATURE | SNIR I |
| AFFILIATIONS | Tel Aviv University |
| ORCID | 0000-0003-4386-9251 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 17 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Children, Politics, and Rancière’s “Method Of Equality”: It’s About Time
This article challenges conventional political imagination by exploring the possibility of a politics where children are equal to adults. My aim in this article is to identify the root cause of children’s political exclusion and propose a way to overcome it. I argue that this exclusion stems from a particular temporal structure—a teleological conception of progress that makes children a paradigmatic case of political exclusion. I connect this tem…
Paradise Found: How War Gives Israel Purpose
Although Israel justifies the mass violence it unleashed in Gaza since October 7, 2023, as necessary for ensuring the security of its citizens, a closer examination of Israeli society reveals a mindset that extends beyond the desire for safety—one that might be characterized as genuine excitement and elation. This indicates that Israel's significant casualties have not prompted a renewed appreciation for the value of life, but rather enthusiasm f…
Affirming educative violence: Walter Benjamin on divine violence and schooling
In his 'Towards the Critique of Violence', Walter Benjamin introduces the concept of 'educative violence' as a contemporary manifestation of 'divine violence'. In this paper, we aim to interpret 'educative violence' by examining other instances where the young Benjamin addresses pedagogical issues. By connecting the concept of divine violence to Benjamin's ideas of education in tradition and of the schooling of Geist, our goal is twofold: firstly…
The Children Who Have No Part: A Rancièrian Perspective on Child Politics
Children have always been an essential part of politics. However, the political struggles in which children are involved are rarely, if at all, for the equality of children as such. Struggles for the benefit of children are nearly always led by adults, focusing on children’s rights in an adult-dominated world. In this paper, I develop the possibility of Children’s political struggle for equality, informed by the political philosophy of Jacque Ran…
Self‐Surveillance in a Settler‐Colonial Context: CCTV and Tribal Authority in the Bedouin Town of Hura
In this article, we examine the installation of surveillance cameras in the Bedouin town of Hura in the Negev desert in Israel, analysing the complex interactions between the state and the local inhabitants, for whom the cameras were an opportunity to exercise agency. Considering the long history of Jewish colonialism in the Negev, one could have assumed that the new surveillance technology was imposed on the Bedouins against their will. However,…
The art of straying as aesthetic education
Our discussion addresses Benjamin’s antifascist education through the lens of aesthetic education and Herbert Marcuse’s aesthetic theory. While this theme is not explicitly discussed in Lewis’ book, we argue that it is essential for understanding the full political and educational potential of what he calls “the art of straying in the city”. Such straying is aesthetic in a twofold way: it allows for the city to be experienced as a massive work of…
Walter Benjamin in the Age of Post-critical Pedagogy
What? Comes after postmodernism
The answer I propose to the question posed by the editors of Educational Philosophy and Theory—What Comes after Postmodernism?—is already in the question. All we have to do is move the question mar
Education and articulation: Laclau and Mouffe’s radical democracy in school
This paper outlines a theory of radical democratic education by addressing a key concept in Laclau and Mouffe’s Hegemony and Socialist Strategy: articulation. Through their concept of articulation, Laclau and Mouffe attempt to liberate Gramsci’s theory of hegemony from Marxist economism, and adapt it to a political sphere inhabited by a plurality of struggles and agents none of which is predominant. However, while for Gramsci the political proces…
Minima Pedagogica: Education, Thinking and Experience in Adorno
This article attempts to think of thinking as the essence of critical education. While contemporary education tends to stress the conveying of knowledge and skills needed to succeed in the present-day information society, the present article turns to the work of Theodor W. Adorno to develop alternative thinking about education, thinking and the political significance of education for thinking. Adorno touched upon educational questions throughout …
Civic Republicanism and Education: Democracy and Social Justice in School
Making sense in education: Deleuze on thinking against common sense
According to a widespread view, one of the most important roles of education is the nurturing of common sense. In this article I turn to Gilles Deleuze’s concept of sense to develop a contrary view of education—one that views education as a radical challenge to common sense. The discussion will centre on the relation of sense and common sense to thinking. Although adherents of common sense refer to it as the basis of all thought and appeal to cri…
Re-politicizing the scholastic: School and schoolchildren between politicization and de-politicization
This paper addresses the question ‘what is school?’, and argues that the answer to this question has an essential political dimension. I focus on two very different attempts to characterize school – Ivan Illich’s Deschooling Society and Jan Masschelein and Maarten Simons’s In Defence of the School – and demonstrate that both texts miss the political potential which is inherent in school. The two texts are analyzed along two relational axes: relat…
Not Just One Common Sense”: Gramsci's Common Sense and Laclau and Mouffe's Radical Democratic Politics
The “new categorical imperative” and Adorno’s aporetic moral philosophy
Not Just One Common Sense”: Gramsci's Common Sense and Laclau and Mouffe's Radical Democratic Politics
Civic Republicanism and Education: Democracy and Social Justice in School
Making sense in education: Deleuze on thinking against common sense
According to a widespread view, one of the most important roles of education is the nurturing of common sense. In this article I turn to Gilles Deleuze’s concept of sense to develop a contrary view of education—one that views education as a radical challenge to common sense. The discussion will centre on the relation of sense and common sense to thinking. Although adherents of common sense refer to it as the basis of all thought and appeal to cri…
Minima Pedagogica: Education, Thinking and Experience in Adorno
This article attempts to think of thinking as the essence of critical education. While contemporary education tends to stress the conveying of knowledge and skills needed to succeed in the present-day information society, the present article turns to the work of Theodor W. Adorno to develop alternative thinking about education, thinking and the political significance of education for thinking. Adorno touched upon educational questions throughout …
The Children Who Have No Part: A Rancièrian Perspective on Child Politics
Children have always been an essential part of politics. However, the political struggles in which children are involved are rarely, if at all, for the equality of children as such. Struggles for the benefit of children are nearly always led by adults, focusing on children’s rights in an adult-dominated world. In this paper, I develop the possibility of Children’s political struggle for equality, informed by the political philosophy of Jacque Ran…
The “new categorical imperative” and Adorno’s aporetic moral philosophy
Re-politicizing the scholastic: School and schoolchildren between politicization and de-politicization
This paper addresses the question ‘what is school?’, and argues that the answer to this question has an essential political dimension. I focus on two very different attempts to characterize school – Ivan Illich’s Deschooling Society and Jan Masschelein and Maarten Simons’s In Defence of the School – and demonstrate that both texts miss the political potential which is inherent in school. The two texts are analyzed along two relational axes: relat…
Not Just One Common Sense”: Gramsci's Common Sense and Laclau and Mouffe's Radical Democratic Politics
Education and articulation: Laclau and Mouffe’s radical democracy in school
This paper outlines a theory of radical democratic education by addressing a key concept in Laclau and Mouffe’s Hegemony and Socialist Strategy: articulation. Through their concept of articulation, Laclau and Mouffe attempt to liberate Gramsci’s theory of hegemony from Marxist economism, and adapt it to a political sphere inhabited by a plurality of struggles and agents none of which is predominant. However, while for Gramsci the political proces…
Minima Pedagogica: Education, Thinking and Experience in Adorno
This article attempts to think of thinking as the essence of critical education. While contemporary education tends to stress the conveying of knowledge and skills needed to succeed in the present-day information society, the present article turns to the work of Theodor W. Adorno to develop alternative thinking about education, thinking and the political significance of education for thinking. Adorno touched upon educational questions throughout …
Civic Republicanism and Education: Democracy and Social Justice in School
Making sense in education: Deleuze on thinking against common sense
According to a widespread view, one of the most important roles of education is the nurturing of common sense. In this article I turn to Gilles Deleuze’s concept of sense to develop a contrary view of education—one that views education as a radical challenge to common sense. The discussion will centre on the relation of sense and common sense to thinking. Although adherents of common sense refer to it as the basis of all thought and appeal to cri…
What? Comes after postmodernism
The answer I propose to the question posed by the editors of Educational Philosophy and Theory—What Comes after Postmodernism?—is already in the question. All we have to do is move the question mar
Walter Benjamin in the Age of Post-critical Pedagogy
Self‐Surveillance in a Settler‐Colonial Context: CCTV and Tribal Authority in the Bedouin Town of Hura
In this article, we examine the installation of surveillance cameras in the Bedouin town of Hura in the Negev desert in Israel, analysing the complex interactions between the state and the local inhabitants, for whom the cameras were an opportunity to exercise agency. Considering the long history of Jewish colonialism in the Negev, one could have assumed that the new surveillance technology was imposed on the Bedouins against their will. However,…
The art of straying as aesthetic education
Our discussion addresses Benjamin’s antifascist education through the lens of aesthetic education and Herbert Marcuse’s aesthetic theory. While this theme is not explicitly discussed in Lewis’ book, we argue that it is essential for understanding the full political and educational potential of what he calls “the art of straying in the city”. Such straying is aesthetic in a twofold way: it allows for the city to be experienced as a massive work of…
The Children Who Have No Part: A Rancièrian Perspective on Child Politics
Children have always been an essential part of politics. However, the political struggles in which children are involved are rarely, if at all, for the equality of children as such. Struggles for the benefit of children are nearly always led by adults, focusing on children’s rights in an adult-dominated world. In this paper, I develop the possibility of Children’s political struggle for equality, informed by the political philosophy of Jacque Ran…
Affirming educative violence: Walter Benjamin on divine violence and schooling
In his 'Towards the Critique of Violence', Walter Benjamin introduces the concept of 'educative violence' as a contemporary manifestation of 'divine violence'. In this paper, we aim to interpret 'educative violence' by examining other instances where the young Benjamin addresses pedagogical issues. By connecting the concept of divine violence to Benjamin's ideas of education in tradition and of the schooling of Geist, our goal is twofold: firstly…
Children, Politics, and Rancière’s “Method Of Equality”: It’s About Time
This article challenges conventional political imagination by exploring the possibility of a politics where children are equal to adults. My aim in this article is to identify the root cause of children’s political exclusion and propose a way to overcome it. I argue that this exclusion stems from a particular temporal structure—a teleological conception of progress that makes children a paradigmatic case of political exclusion. I connect this tem…
Paradise Found: How War Gives Israel Purpose
Although Israel justifies the mass violence it unleashed in Gaza since October 7, 2023, as necessary for ensuring the security of its citizens, a closer examination of Israeli society reveals a mindset that extends beyond the desire for safety—one that might be characterized as genuine excitement and elation. This indicates that Israel's significant casualties have not prompted a renewed appreciation for the value of life, but rather enthusiasm f…
Sociology (13 works) · Law (12 works) · Politics (12 works) · Law (11 works) · Political science (11 works) · Epistemology (10 works) · Philosophy (9 works) · Philosophy (8 works) · Philosophy, Ethics, and Existentialism (8 works) · Higher education (6 works)