Education and Articulation: Laclau and Mouffe's Radical Democracy in School

Autor/in	Snir, Itay
Titel	Education and Articulation: Laclau and Mouffe's Radical Democracy in School
Quelle	In: Ethics and Education, 12 (2017) 3, S.351-363 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Snir, Itay)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1744-9642
DOI	10.1080/17449642.2017.1356680
Schlagwörter	Educational Theories; Articulation (Education); Democracy; Citizenship Education; Marxian Analysis; Role of Education; Political Attitudes; Politics of Education; Performance; Educational Change + Suchen Sie Ihr Suchwort? Educational theory; Theory of education; Bildungstheorie; Articulation; Artikulation (Ling); Artikulation; Aussprache; Demokratie; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Marxism; Marxismus; Bildungsauftrag; Political attitude; Politische Einstellung; Educational policy; Bildungspolitik; Achievement; Leistung; Bildungsreform
Abstract	This paper outlines a theory of radical democratic education by addressing a key concept in Laclau and Mouffe's Hegemony and Socialist Strategy: articulation. Through their concept of articulation, Laclau and Mouffe attempt to liberate Gramsci's theory of hegemony from Marxist economism, and adapt it to a political sphere inhabited by a plurality of struggles and agents none of which is predominant. However, while for Gramsci the political process of hegemony formation has an explicit educational dimension, Laclau and Mouffe ignore this dimension altogether. My discussion starts with elaborating the concept of articulation and analysing it in terms of three dimensions: performance, connection and transformation. I then address the role of education in Gramsci's politics, in which the figure of the intellectual is central, and argue that radical democratic education requires renouncing that figure. In the final section, I offer a theory of such education, in which both teacher and students articulate their political differences and identities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01