Rethinking emancipation with Freire and Rancière
A plea for a thing-centred pedagogy
Bibliographic Data
| ID | 8858239 |
|---|---|
| Authors | Joachim Vlieghe (0000-0001-6307-3221, Liverpool Hope University, corresponding author) |
| Year | 2016 |
| Volume | 50 |
| Issue | 10 |
| Pages | 917-927 |
| Publication date | 2016-07-04 |
| Peer Reviewed | Yes |
| 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 | 10.1080/00131857.2016.1200002 |
| OpenAlex | W2465607970 |
| Language | EN |
| Citations received | 13 |
| References cited | 17 |
In this article, I critically engage with a vital assumption behind the work of Paulo Freire, and more generally behind any critical pedagogy, viz. the belief that education is fundamentally about emancipation. My main goal is to conceive of a contemporary critical pedagogy which stays true to the original inspiration of Freire’s work, but which at the same time takes it in a new direction. More precisely, I confront Freire with Jacques Rancière. Not only is the latter’s work on education fully predicated on the idea of emancipation. For both Freire and Rancière, literacy initiation practice can be seen as an archetypical model for understanding the emancipatory moment in education. For both, educational practices are never neutral, as they decide to a great extent on the fate of our common world. Reflecting on similarities and differences in both their positions, I will propose to conceive of critical pedagogy in terms of a thing-centred pedagogy. As such, I take a clear position in the discussion between teacher- and student-centred approaches. According to Rancière, it is the full devotion to a ‘thing’, i.e. to a subject matter we study, which makes emancipation possible. Over and against Freire’s defense of emancipatory education, I highlight with Rancière the importance of educational emancipation
Emancipation · Epistemology · Higher education · Pedagogy · Philosophy of education · Plea · Political science · Politics · Sociology · Critical and Liberation Pedagogy · Critical Theory and Political Philosophy · Global Educational Policies and Reforms · Law · Philosophy
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Time we do not have
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Liberation literacies and pedagogies of witnessing
Is Freire Incoherent? Reconciling Directiveness and Dialogue in Freirean Pedagogy
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Caring for Literature that Matters ? Conceptualizing a Thing-centered Perspective on Literature Education with Rousseau, Deleuze, and Calvino
Being and Becoming Well in the Most Transparent of Times
Revisiting Rancière’s ‘radical democracy’ for contemporary education policy analysis
Beyond the author
Beautiful Risk of Education
The Politics of Education
Critical Theories in Education
On Study
Language and Learning in the Digital Age
How to Conceive of Critical Educational Theory Today
The Beautiful Risk of Education
The Public Role of Teaching
Governmental, Political and Pedagogic Subjectivation
The Psychic Life of Power
| Unique citing works | 13 |
|---|---|
| Citations per year | 1,44 |
| Citation span | 2017 - 2026 (10) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 13 |