Sharon Todd
Biographic Data
| ID | 3701518 |
|---|---|
| NAME | Sharon Todd |
| GIVEN NAMES | Sharon |
| FAMILY NAME | Todd |
| SIGNATURE | TODD S |
| AFFILIATIONS | National University of Ireland, Maynooth |
| VERIFIED | No |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 39 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 2003 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 5 |
Teaching as bodily enactment: Relational Formations of Touch and Movement
This paper explores a common representational form of teaching that has reappeared in current educational theory: the figure of the teacher as one who points. Informed by Nicolas Bourriaud’s notion of relational aesthetics I outline how the form of pointing is actually a relational formation that invites students into certain relationships with objects of study as well as with teachers themselves. Focusing on relational encounters as central to t…
Culturally reimagining education: Publicity, aesthetics and socially engaged art practice
This paper sets out to reimagine education through a cultural perspective and explores education as a performative practice that establishes certain borders of ‘public’ belonging. Wide-spread debates about the public dimension of schools and universities have focused on how economic rationales need to be replaced with alternative visions of education. This paper seeks to contribute to this revisioning of the public in education by reclaiming educ…
Education Incarnate
For the past 15 years, scholars in education have focused on Levinas’s work largely in terms of his understanding of alterity, of the self-Other relation, of ethics as ‘first philosophy’ and the significance these concepts have on rethinking educational theory and practice. What I do in this paper, by way of method, is to start from a slightly different place, from the assertion that there is indeed something ‘new’ to be explored in Levinas’s phi…
Learning Desire: Perspectives on Pedagogy, Culture, and the Unsaid
Educating Beyond Cultural Diversity: Redrawing the Boundaries of a Democratic Plurality
Going to the Heart of the Matter
Promoting a Just Education: Dilemmas of rights, freedom and justice
This paper identifies and addresses some dilemmas to be faced in promoting educational projects concerned with human rights. Part of the difficulty that human rights education initiatives must cope with is the way in which value has been historically conferred upon particular notions such as freedom and justice. I argue here that a just education must grapple head‐on with the conceptual dilemmas that have been inherited and refuse to shy away fro…
Learning from the Other: Levinas, Psychoanalysis, and Ethical Possibilities in Education
Introduction: Levinas and Education: The Question of Implication
A Fine Risk To Be Run? The Ambiguity of Eros and Teacher Responsibility
Promoting a Just Education: Dilemmas of rights, freedom and justice
This paper identifies and addresses some dilemmas to be faced in promoting educational projects concerned with human rights. Part of the difficulty that human rights education initiatives must cope with is the way in which value has been historically conferred upon particular notions such as freedom and justice. I argue here that a just education must grapple head‐on with the conceptual dilemmas that have been inherited and refuse to shy away fro…
Education Incarnate
For the past 15 years, scholars in education have focused on Levinas’s work largely in terms of his understanding of alterity, of the self-Other relation, of ethics as ‘first philosophy’ and the significance these concepts have on rethinking educational theory and practice. What I do in this paper, by way of method, is to start from a slightly different place, from the assertion that there is indeed something ‘new’ to be explored in Levinas’s phi…
Culturally reimagining education: Publicity, aesthetics and socially engaged art practice
This paper sets out to reimagine education through a cultural perspective and explores education as a performative practice that establishes certain borders of ‘public’ belonging. Wide-spread debates about the public dimension of schools and universities have focused on how economic rationales need to be replaced with alternative visions of education. This paper seeks to contribute to this revisioning of the public in education by reclaiming educ…
Educating Beyond Cultural Diversity: Redrawing the Boundaries of a Democratic Plurality
A Fine Risk To Be Run? The Ambiguity of Eros and Teacher Responsibility
Teaching as bodily enactment: Relational Formations of Touch and Movement
This paper explores a common representational form of teaching that has reappeared in current educational theory: the figure of the teacher as one who points. Informed by Nicolas Bourriaud’s notion of relational aesthetics I outline how the form of pointing is actually a relational formation that invites students into certain relationships with objects of study as well as with teachers themselves. Focusing on relational encounters as central to t…
Going to the Heart of the Matter
Introduction: Levinas and Education: The Question of Implication
Learning from the Other: Levinas, Psychoanalysis, and Ethical Possibilities in Education
Introduction: Levinas and Education: The Question of Implication
A Fine Risk To Be Run? The Ambiguity of Eros and Teacher Responsibility
Promoting a Just Education: Dilemmas of rights, freedom and justice
This paper identifies and addresses some dilemmas to be faced in promoting educational projects concerned with human rights. Part of the difficulty that human rights education initiatives must cope with is the way in which value has been historically conferred upon particular notions such as freedom and justice. I argue here that a just education must grapple head‐on with the conceptual dilemmas that have been inherited and refuse to shy away fro…
Educating Beyond Cultural Diversity: Redrawing the Boundaries of a Democratic Plurality
Going to the Heart of the Matter
Learning Desire: Perspectives on Pedagogy, Culture, and the Unsaid
Education Incarnate
For the past 15 years, scholars in education have focused on Levinas’s work largely in terms of his understanding of alterity, of the self-Other relation, of ethics as ‘first philosophy’ and the significance these concepts have on rethinking educational theory and practice. What I do in this paper, by way of method, is to start from a slightly different place, from the assertion that there is indeed something ‘new’ to be explored in Levinas’s phi…
Culturally reimagining education: Publicity, aesthetics and socially engaged art practice
This paper sets out to reimagine education through a cultural perspective and explores education as a performative practice that establishes certain borders of ‘public’ belonging. Wide-spread debates about the public dimension of schools and universities have focused on how economic rationales need to be replaced with alternative visions of education. This paper seeks to contribute to this revisioning of the public in education by reclaiming educ…
Teaching as bodily enactment: Relational Formations of Touch and Movement
This paper explores a common representational form of teaching that has reappeared in current educational theory: the figure of the teacher as one who points. Informed by Nicolas Bourriaud’s notion of relational aesthetics I outline how the form of pointing is actually a relational formation that invites students into certain relationships with objects of study as well as with teachers themselves. Focusing on relational encounters as central to t…
Sociology (10 works) · Philosophy (8 works) · Philosophy, Ethics, and Existentialism (8 works) · Epistemology (6 works) · Law (6 works) · Political science (6 works) · Pedagogy (5 works) · Psychology (5 works) · Higher education (4 works) · Law (4 works)