Zygmunt Bauman

On what it means to be included

Bibliographic Data

ID12928802
AuthorsBest (0000-0002-4906-9477, corresponding author)
Year2016
Volume8
Issue2
Pages124-139
Publication date2016-05-23
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenuePower and Education (JOURNAL)
Journal identifiersISSN: 1757-7438 • E-ISSN: 1757-7438
PublisherSAGE Publishing (PUBLISHER • US)
DOI10.1177/1757743816649197
OpenAlexW2398398120
LanguageEN
Citations received8
References cited18

Although Zygmunt Bauman has written very little directly about education, his underpinning ideas on the transition from solid to liquid modernity, the mechanisms of social exclusion, the Other and the stranger have had a significant impact on education research. Taking his starting point from a questionable secular reading of Emmanuel Levinas’s contribution to ethics, Bauman’s account of social exclusion has become well respected. The social forces described by Bauman are always external to the individual in Bauman’s social analysis of suffering in that it places no emphasis on the culpability of other human agents as the cause of the Other’s suffering. This article identifies this underemphasis on human agency as a flaw in Bauman’s analysis and evaluates Bauman’s largely ignored and problematic understanding of inclusion, in which social inclusion and exclusion are based on the same mechanisms and identified as two sides of the same coin central for maintaining social solidarity

Agency (philosophy · Criminology · Culpability · Epistemology · Inclusion (mineral · Political science · Politics · Social exclusion · Social science · Sociology · Solidarity · Underpinning · Employment and Welfare Studies · Law · Philosophy · Youth Education and Societal Dynamics · Zygmunt Bauman's Sociology

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