ERIC Number: EJ1190373
Record Type: Journal
Publication Date: 2018
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1750-8487
EISSN: N/A
A Posthuman Pedagogy with Rancière and Bateson
Chiew, Florence
Critical Studies in Education, v59 n3 p297-312 2018
In recent years, conversations about posthumanism have been gradually moving into the field of education. This article contributes to the growing efforts to develop a posthumanist theory of education. The theoretical inspiration for the article comes from the writings of Jacques Rancière and Gregory Bateson. In both thinkers, the figure of the liberal humanist subject gives way to a deeper and more provocative sense of inter-subjectivity, indeed, intra-subjectivity. Taken together, Rancière's and Bateson's ideas hit a blind spot in contemporary educational discourse, particularly in relation to the rise of personalisation as a popular concept in practice and policy. This article juxtaposes the personalised learning movement with the increasingly common image of the vulnerable self/student to highlight the complexity of defining and locating the source of subjectivity, or one's 'will to learn'. Rancière's and Bateson's ideas are put into conversation to generate alternative approaches to the current conceptions of student-centred pedagogy.
Descriptors: Humanism, Educational Theories, Student Centered Learning, Student Needs, Educational Methods, Higher Education, World Views
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A