Emancipation, equality and education

Rancière's critique of Bourdieu and the question of performativity

Bibliographic Data

ID2937063
AuthorsCaroline Pelletier (0000-0002-6578-9941, University of London, corresponding author)
Year2009
Volume30
Issue2
Pages137-150
Publication date2009-06-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueDiscourse Studies in the Cultural Politics of Education (JOURNAL)
Journal identifiersISSN: 0159-6306 • E-ISSN: 1469-3739
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/01596300902809054
OpenAlexW2110866739
LanguageEN
Citations received32
References cited18

Jacques Rancière's work has had significant impact in philosophy and literary theory, but remains largely undiscussed in the field of education. This article is a review of the relevance of Rancière's work to education research. Rancière's argument about education emerges from his critique of Bourdieu, which states that Bourdieu reinforces inequality by presuming it as the starting point of his analysis. What is at stake is the question of performativity, and the means by which discourse has effects. This debate has implications for considering the basis of claims to truth in literary and social science discourse. Parallels are drawn between Judith Butler's and Rancière's portrayal of the relationship between discourse and subjection, as well as their attention to discursive ‘imitation’ in making inequality representable. The article concludes with a discussion of the problematic which Rancière's work suggests for education research

Emancipation · Epistemology · Parallels · Performativity · Political science · Politics · Sociology · Artistic and Creative Research · Critical Theory and Political Philosophy · Higher Education Practises and Engagement · Law · Philosophy

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