Conviviality and the making of difference
An introduction
Bibliographic Data
| ID | 12726223 |
|---|---|
| Authors | Belén Hernando-Lloréns (0000-0002-3689-1576, University of Iowa, corresponding author), Ligia López López (0000-0001-6035-7376, The University of Melbourne), Brenda N Sanya (0000-0003-0270-4012, Colgate University), Cameron Mccarthy (0000-0003-1946-1811, University of Urbana-Champaign) |
| Year | 2023 |
| Volume | 21 |
| Issue | 4 |
| Pages | 431-436 |
| Publication date | 2023-08-08 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Globalisation Societies and Education (JOURNAL) |
| Journal identifiers | ISSN: 1476-7724 • E-ISSN: 1476-7732 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/14767724.2023.2236578 |
| OpenAlex | W4386486005 |
| Language | EN |
| References cited | 10 |
Our concern with conviviality in this special issue, 'Conviviality and the Making of Difference', emerges from an interest in interrogating and problematising how notions of the human and less than human come to be leveraged in the mobilisation of discourses and practices of conviviality in schools and society more broadly.We are particularly keen to understand the colonial logics that sustain the institutionalszation of conviviality in education and its material and symbolic consequences.This is a political concern to trace how the colonial logics about what it means to be human still circulate in contemporary schools and societies.When we sent out the call for papers for this special issue, we were committed to disentangling the multiplicity of meanings that conviviality takes up as a practice of modern governmentality and how it relates to race, ethnicity, gender, or religion in school and society.While we were interested in the roles of schools in the production of racial and cultural difference, we also sought to curate a series of articles investigating the dynamic relations between educative practices instituted through schools and mainstream societal discourses that naturalised ideal notions of the person through conviviality, while pathologizing it.What has emerged is a robust engagement with conviviality with theoretical and political purchase.Read collectively, the essays in this special issue denaturalise the divisions within notions of the human and less than human (Maldonado-Torres 2008) that emerges in the institutionalisation of conviviality in education while paying attention to how historically marginalised peoples and collectives resignify notions of the human in a way that depart from the colonial logics that sustain it.'Conviviality and the Making of Difference' conceives conviviality as an assemblage of discourse and practices that have emerged, travelled, and been reconstituted historically across different countries and sites of knowledge productioneducational policy, boards of education meetings, police reports, children's media, popular radio, social movements, embodied experiences, or classroom space.Understanding conviviality as a travelling assemblage allows us to trace the multitude of meanings it comes to embody as it gets resignified and remediated in different sites.The essays provide a concise and myriad of lenses of how the resignification of conviviality has been taken up historically to redraw the line between the human and the less than human other.This process of redrawing is core to the colonial project (McKittrick [2013(McKittrick [ ] 2015;;Wynter 2003).Critically, conviviality is uniquely registered in educational theory and practice as a constantly mutating set of transactions that means different things in different spaces and historical periods, but conviviality also circulates in political theory, legal scholarship, and democratic theory.When discourses of conviviality are mobilised in mundane (and spectacular) everyday encounters in schools and curriculumto mobilise, for example, discourses of safety among Pasifika girls in Aotearoa-New Zealand (in this special issue)we are not only talking about 'the child' but
Computer Science · Irish and British Studies · Migration, Refugees, and Integration · Posthumanist Ethics and Activism
| Citation velocity | historical |
|---|---|
| Highly cited | No |