Settling no Conflict in the Public Place
Truth in education, and in Rancièrean scholarship
Bibliographic Data
| ID | 8857717 |
|---|---|
| Authors | C W Bingham (0000-0002-9804-0574, Simon Fraser University, corresponding author), Charles Bingham (a Simon Fraser University, Canada) |
| Year | 2010 |
| Volume | 42 |
| Issue | 5-6 |
| Pages | 649-665 |
| Publication date | 2010-01-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Educational Philosophy and Theory (JOURNAL) |
| Journal identifiers | ISSN: 0013-1857 • E-ISSN: 1469-5812 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1111/j.1469-5812.2010.00691.x |
| OpenAlex | W2138441162 |
| Language | EN |
| Citations received | 2 |
| References cited | 5 |
This essay offers an educational understanding of truth deriving from the work of Jacques Rancière. Unlike other educational accounts—the traditional, progressive, and critical accounts—of truth that take education as a way of approaching pre‐existing truths (or lack of pre‐existing truths), this essay establishes an account of truth that is intrinsic to education. It uses Rancière's language theory to do so, showing that Rancière's own perspective on truth is in fact opposed to the one so often promoted in and through education. To conclude, the essay explores what Rancière's perspective on truth means to the educational researcher who would write on Rancière's work
Epistemology · Perspective (graphical · Political science · Scholarship · Sociology · Artificial Intelligence · Computer Science · Critical Theory and Political Philosophy · Law · Literacy, Media, and Education · Philosophy
| Citations per year | 0.13 |
|---|---|
| Citation span | 2011 - 2015 (5) |
| Highly cited | No |