Naomi Hodgson
Biographic Data
| ID | 4012162 |
|---|---|
| NAME | Naomi Hodgson |
| GIVEN NAMES | Naomi |
| FAMILY NAME | Hodgson |
| SIGNATURE | HODGSON N |
| AFFILIATIONS | Liverpool Hope University |
| ORCID | 0000-0002-0171-4748 |
| VERIFIED | Yes |
| TOTAL WORKS | 25 |
| TOTAL CITATIONS | 38 |
| AUTHOR COUNT | 23 |
| EDITOR COUNT | 2 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 2 |
The unbearable surplus of being human’: Happiness, virtues and the delegitimisation of the negative
The increased governmental focus on happiness since the late 1990s, and particularly since the economic crash of 2008, has been informed predominantly by a conceptualisation of happiness promoted by the field of positive psychology, and adopted and developed in fields such as behavioural economics and more recently in fields such as neuroeducation. Concepts, or traits, associated with feeling happy or satisfied with our lives, such as resilience,…
Manifiesto por una pedagogía post-crítica (traducción al español)
A finales de 2016 se presentó en la Liverpool Hope University el conocido Manifesto for Post-Critical Pedagogy elaborado por los profesores Naomi Hodgson, Joris Vlieghe y Piotr Zamojski. Posteriormente se publicó en 2017 con respuestas de Tyson Lewis, Geert Thyssen, Olga Ververi, Oren Ergas, Norm Friesen y Stefan Ramaekers, a las que se añadieron otras tantas contestaciones de los autores. Los cinco principios propuestos en el Manifiesto son: 1) …
Manifestations of the post-critical: From shared principles to new pedagogical paths
In this introduction we give an account of the reasons for writing the Manifesto for a Post-Critical Pedagogy. These stem from our experiences in the field of educational research, as well as our work with teachers and future teachers, which we felt increasingly reflected the exhaustion of the critical paradigm in the humanities and social sciences, as discussed by Bruno Latour, Jacques Rancière and others. We summarise the main claims of the Man…
Digitisation, securitisation, and upbringing: Interrelations and emerging questions
In recent years a tightening of safeguarding legislation and protocols that overlap with anti-terror legislation have given particular shape to discourses and practices of risk management and early intervention, particularly in early childhood education and parenting. Such developments have taken place in a context in which digital technology has become ubiquitous, enabling the role of surveillance in modes of governing to take on new forms. Here…
Response to Alexis Gibbs’ Review of Philosophical Presentations of Raising Children: The Grammar of Upbringing
Parenting apps and the depoliticisation of the parent
In educational research, digital technology has received considerable attention, and in early childhood studies this has largely focused, understandably, on children. Our concern here is with the figure of the parent and on a specific digital technology – apps designed for parents. While apps can be seen as a digital extension of existing information and advice that has proliferated in the turn to parenting, and exhibits many of the characteristi…
International Handbook of Philosophy of Education
Manifesto for a Post-Critical Pedagogy
The belief in the transformative potential of education has long underpinned critical educational theory. But its concerns have also been largely political and economic, using education as the means to achieve a better – or ideal – future state: of equality and social justice. Our concern is not whether such a state can be realized. Rather, the belief in the transformative potential of education leads us to start from the assumption of equality a…
Post-Critique: A Conversation between Naomi Hodgson, Joris Vlieghe, and Piotr Zamojski
Manifesto for a Post-Critical Pedagogy
Formulating principles, in philosophy of education at least, seems to hark back to a form of normative, conceptual analy-sis associated with Anglophone, analytic styles of philosophy. But poststructuralist and postmodernist philosophy — at least as they have been taken up in educational theory and in popu-lar thought more generally — often brings with it a relativism, which while potentially inclusive, and certainly constitutive to-day of the pos…
Manifesto for a Post-Critical Pedagogy
Post-Critique: A Conversation between Naomi Hodgson, Joris Vlieghe, and Piotr Zamojski
Having read the excellent and thought-provoking responses to our manifesto, we gave a lot of thought to how to respond to and do justice to them. We definitely didn’t want to write separate re-plies for each of them, and we really wanted to keep the conver-sation going between us, the authors of the manifesto, and those who wrote such generous and carefully crafted responses to our text. So, we decided that the three of us would each make some wr…
Backmatter
Manifesto for a Post-Critical Pedagogy
The belief in the transformative potential of education has long underpinned critical educational theory. But its concerns have also been largely political and economic, using education as the means to achieve a better - or ideal - future state: of equality and social justice. In Manifesto for a Post-Critical Pedagogy (Punctum Books, 2017) our concern is not whether such a state can be realized. Rather, the belief in the transformative potential …
Introduction: Philosophy as translation and the understanding of other cultures
The 15th Biennial Meeting of the International Network of Philosophers of Education (INPE) was held from 17 to 20 August 2016, at the University of Warsaw. The conference theme was ‘Philosophy as Translation and the Understanding of Other Cultures’, and we take this as the title for this Special Issue of Ethics and Education. The articles included in this volume are representative of the dynamism of the conference, reflecting a diversity of initi…
The Hermit and The Poet: The Hermit and The Poet
The notions of literacy and citizenship have become technologised through the demands for measurable learning outcomes and the reduction of these aspects of education to sets of skills and competences. Technologisation is understood here as the systematisation of an art, rather than as intending to understand technology itself in negative terms or to comment on the way technology is used in teaching and learning for literacy and citizenship. Tech…
The Researcher and the Studier: On Stress, Tiredness and Homelessness in the University
Recent European policy has seen a shift from a concern with lifelong learning in the Lisbon Strategy to research and innovation in the Horizon 2020 programme. Accordingly, there has been an increased policy focus on the researcher who, like the lifelong learner must be entrepreneurial, adaptable, mobile, but who must also find new ways in which to develop and deploy her skills and competences and smart solutions to current problems in order to en…
Cosmopolitan research and public thinking: Putting oneself to the test of reality
This paper returns to the theme of the academic turn to cosmopolitanism as a response to the challenges of globalisation, conflict, inequality and diversity discussed here previously. The discussion of cosmopolitanism here refers to the context of current policy relating to research and what it means to be a researcher in the European Union today or, as current policy frames it, ‘the Innovation Union’. The understanding of the researcher found in…
‘The Only Answer is Innovation ...’: Europe, Policy, and the Big Society
Recent European and member state policy shows innovation to be a current guiding logic of government. This article offers an analysis of how innovation, seen partly in terms of learning but more significantly in terms of research, forms part of the discourses and practices of government today. Research is now something that all actors must engage with and so constitutes the individual’s self-understanding. Both the European and UK policies that I…
Citizenship and scholarship in Emerson, Cavell and Foucault
This article explores the relationship between democracy, citizenship and scholarship through the notion of voice. The conception of voice in current policy operates governmentally, and shores up an identity ordered according to existing classifications and choices rather than destabilising it, and enabling critique. Rather than leading to an empowerment then the notion of voice, found in policy, research and practice, constitutes a depoliticisat…
What Does It Mean to Be an Educated Person
Winner of the Philosophy of Education Society of Great Britain Student Essay Competition 20091 The competition question ‘What Does It Mean To Be An Educated Person?’ is associated with a powerful and influential line of thought in the philosophy of R. S. Peters. It is a question that needs always to be asked again. I respond by asking what it means, now, to be an educated person—that is, how the value of being an educated person is currently unde…
Educational research, governmentality and the construction of the cosmopolitan citizen
The turn to cosmopolitanism in educational research on citizenship education is indicative of a wider discourse of cosmopolitanism evident throughout social and cultural policy. This discourse represents a more ‘light-hearted’ use of the term than the philosophical tradition offers. This discourse should not be dismissed, however, but, instead, attention should be paid to who the citizen is that is addressed by such language. An analysis informed…
An Overview
Narrative and Social Justice from the Perspective of Governmentality
The use of narrative research is often informed by a commitment to social justice on the part of the researcher. An example of this literature, Morwenna Griffiths’ Action for Social Justice in Education: Fairly Different (2003), is taken here to illustrate the understanding of power and the way in which the relationship between theory and practice is conceived. The language and tone of such texts illustrate the role of a certain inheritance of ps…
Induction into Educational Research Networks: The Striated and the Smooth
Educational research as an academic field can be understood as a network or group of networks and, therefore, to consist of interconnected nodes that structure the way the field operates and understands its purpose. This paper deals with the nature of the induction of postgraduate students into the network of educational research that takes place through research methods courses, the textual domain, the professional and social practices involved …
Manifesto for a Post-Critical Pedagogy
The belief in the transformative potential of education has long underpinned critical educational theory. But its concerns have also been largely political and economic, using education as the means to achieve a better - or ideal - future state: of equality and social justice. In Manifesto for a Post-Critical Pedagogy (Punctum Books, 2017) our concern is not whether such a state can be realized. Rather, the belief in the transformative potential …
The unbearable surplus of being human’: Happiness, virtues and the delegitimisation of the negative
The increased governmental focus on happiness since the late 1990s, and particularly since the economic crash of 2008, has been informed predominantly by a conceptualisation of happiness promoted by the field of positive psychology, and adopted and developed in fields such as behavioural economics and more recently in fields such as neuroeducation. Concepts, or traits, associated with feeling happy or satisfied with our lives, such as resilience,…
Induction into Educational Research Networks: The Striated and the Smooth
Educational research as an academic field can be understood as a network or group of networks and, therefore, to consist of interconnected nodes that structure the way the field operates and understands its purpose. This paper deals with the nature of the induction of postgraduate students into the network of educational research that takes place through research methods courses, the textual domain, the professional and social practices involved …
Induction into Educational Research Networks: The Striated and the Smooth
Educational research as an academic field can be understood as a network or group of networks and, therefore, to consist of interconnected nodes that structure the way the field operates and understands its purpose. This paper deals with the nature of the induction of postgraduate students into the network of educational research that takes place through research methods courses, the textual domain, the professional and social practices involved …
Educational research, governmentality and the construction of the cosmopolitan citizen
The turn to cosmopolitanism in educational research on citizenship education is indicative of a wider discourse of cosmopolitanism evident throughout social and cultural policy. This discourse represents a more ‘light-hearted’ use of the term than the philosophical tradition offers. This discourse should not be dismissed, however, but, instead, attention should be paid to who the citizen is that is addressed by such language. An analysis informed…
An Overview
Narrative and Social Justice from the Perspective of Governmentality
The use of narrative research is often informed by a commitment to social justice on the part of the researcher. An example of this literature, Morwenna Griffiths’ Action for Social Justice in Education: Fairly Different (2003), is taken here to illustrate the understanding of power and the way in which the relationship between theory and practice is conceived. The language and tone of such texts illustrate the role of a certain inheritance of ps…
What Does It Mean to Be an Educated Person
Winner of the Philosophy of Education Society of Great Britain Student Essay Competition 20091 The competition question ‘What Does It Mean To Be An Educated Person?’ is associated with a powerful and influential line of thought in the philosophy of R. S. Peters. It is a question that needs always to be asked again. I respond by asking what it means, now, to be an educated person—that is, how the value of being an educated person is currently unde…
Citizenship and scholarship in Emerson, Cavell and Foucault
This article explores the relationship between democracy, citizenship and scholarship through the notion of voice. The conception of voice in current policy operates governmentally, and shores up an identity ordered according to existing classifications and choices rather than destabilising it, and enabling critique. Rather than leading to an empowerment then the notion of voice, found in policy, research and practice, constitutes a depoliticisat…
‘The Only Answer is Innovation ...’: Europe, Policy, and the Big Society
Recent European and member state policy shows innovation to be a current guiding logic of government. This article offers an analysis of how innovation, seen partly in terms of learning but more significantly in terms of research, forms part of the discourses and practices of government today. Research is now something that all actors must engage with and so constitutes the individual’s self-understanding. Both the European and UK policies that I…
Cosmopolitan research and public thinking: Putting oneself to the test of reality
This paper returns to the theme of the academic turn to cosmopolitanism as a response to the challenges of globalisation, conflict, inequality and diversity discussed here previously. The discussion of cosmopolitanism here refers to the context of current policy relating to research and what it means to be a researcher in the European Union today or, as current policy frames it, ‘the Innovation Union’. The understanding of the researcher found in…
The Hermit and The Poet: The Hermit and The Poet
The notions of literacy and citizenship have become technologised through the demands for measurable learning outcomes and the reduction of these aspects of education to sets of skills and competences. Technologisation is understood here as the systematisation of an art, rather than as intending to understand technology itself in negative terms or to comment on the way technology is used in teaching and learning for literacy and citizenship. Tech…
The Researcher and the Studier: On Stress, Tiredness and Homelessness in the University
Recent European policy has seen a shift from a concern with lifelong learning in the Lisbon Strategy to research and innovation in the Horizon 2020 programme. Accordingly, there has been an increased policy focus on the researcher who, like the lifelong learner must be entrepreneurial, adaptable, mobile, but who must also find new ways in which to develop and deploy her skills and competences and smart solutions to current problems in order to en…
Introduction: Philosophy as translation and the understanding of other cultures
The 15th Biennial Meeting of the International Network of Philosophers of Education (INPE) was held from 17 to 20 August 2016, at the University of Warsaw. The conference theme was ‘Philosophy as Translation and the Understanding of Other Cultures’, and we take this as the title for this Special Issue of Ethics and Education. The articles included in this volume are representative of the dynamism of the conference, reflecting a diversity of initi…
International Handbook of Philosophy of Education
Manifesto for a Post-Critical Pedagogy
The belief in the transformative potential of education has long underpinned critical educational theory. But its concerns have also been largely political and economic, using education as the means to achieve a better – or ideal – future state: of equality and social justice. Our concern is not whether such a state can be realized. Rather, the belief in the transformative potential of education leads us to start from the assumption of equality a…
Post-Critique: A Conversation between Naomi Hodgson, Joris Vlieghe, and Piotr Zamojski
Manifesto for a Post-Critical Pedagogy
Formulating principles, in philosophy of education at least, seems to hark back to a form of normative, conceptual analy-sis associated with Anglophone, analytic styles of philosophy. But poststructuralist and postmodernist philosophy — at least as they have been taken up in educational theory and in popu-lar thought more generally — often brings with it a relativism, which while potentially inclusive, and certainly constitutive to-day of the pos…
Manifesto for a Post-Critical Pedagogy
Post-Critique: A Conversation between Naomi Hodgson, Joris Vlieghe, and Piotr Zamojski
Having read the excellent and thought-provoking responses to our manifesto, we gave a lot of thought to how to respond to and do justice to them. We definitely didn’t want to write separate re-plies for each of them, and we really wanted to keep the conver-sation going between us, the authors of the manifesto, and those who wrote such generous and carefully crafted responses to our text. So, we decided that the three of us would each make some wr…
Backmatter
Manifesto for a Post-Critical Pedagogy
The belief in the transformative potential of education has long underpinned critical educational theory. But its concerns have also been largely political and economic, using education as the means to achieve a better - or ideal - future state: of equality and social justice. In Manifesto for a Post-Critical Pedagogy (Punctum Books, 2017) our concern is not whether such a state can be realized. Rather, the belief in the transformative potential …
Parenting apps and the depoliticisation of the parent
In educational research, digital technology has received considerable attention, and in early childhood studies this has largely focused, understandably, on children. Our concern here is with the figure of the parent and on a specific digital technology – apps designed for parents. While apps can be seen as a digital extension of existing information and advice that has proliferated in the turn to parenting, and exhibits many of the characteristi…
Manifiesto por una pedagogía post-crítica (traducción al español)
A finales de 2016 se presentó en la Liverpool Hope University el conocido Manifesto for Post-Critical Pedagogy elaborado por los profesores Naomi Hodgson, Joris Vlieghe y Piotr Zamojski. Posteriormente se publicó en 2017 con respuestas de Tyson Lewis, Geert Thyssen, Olga Ververi, Oren Ergas, Norm Friesen y Stefan Ramaekers, a las que se añadieron otras tantas contestaciones de los autores. Los cinco principios propuestos en el Manifiesto son: 1) …
Manifestations of the post-critical: From shared principles to new pedagogical paths
In this introduction we give an account of the reasons for writing the Manifesto for a Post-Critical Pedagogy. These stem from our experiences in the field of educational research, as well as our work with teachers and future teachers, which we felt increasingly reflected the exhaustion of the critical paradigm in the humanities and social sciences, as discussed by Bruno Latour, Jacques Rancière and others. We summarise the main claims of the Man…
Digitisation, securitisation, and upbringing: Interrelations and emerging questions
In recent years a tightening of safeguarding legislation and protocols that overlap with anti-terror legislation have given particular shape to discourses and practices of risk management and early intervention, particularly in early childhood education and parenting. Such developments have taken place in a context in which digital technology has become ubiquitous, enabling the role of surveillance in modes of governing to take on new forms. Here…
Response to Alexis Gibbs’ Review of Philosophical Presentations of Raising Children: The Grammar of Upbringing
The unbearable surplus of being human’: Happiness, virtues and the delegitimisation of the negative
The increased governmental focus on happiness since the late 1990s, and particularly since the economic crash of 2008, has been informed predominantly by a conceptualisation of happiness promoted by the field of positive psychology, and adopted and developed in fields such as behavioural economics and more recently in fields such as neuroeducation. Concepts, or traits, associated with feeling happy or satisfied with our lives, such as resilience,…
Sociology (19 works) · Political science (15 works) · Law (14 works) · Philosophy (13 works) · Epistemology (9 works) · Law (9 works) · Psychology (9 works) · Philosophy (8 works) · Computer Science (7 works) · Global Educational Policies and Reforms (7 works)