Literaturnachweis - Detailanzeige
Autor/in | Gerrard, Jessica |
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Titel | The Educational Dynamics of Populism: Schooling, Teacher Expertise and Popular Claims to Knowledge |
Quelle | In: Discourse: Studies in the Cultural Politics of Education, 44 (2023) 5, S.727-738 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Gerrard, Jessica) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0159-6306 |
DOI | 10.1080/01596306.2022.2124959 |
Schlagwörter | Political Attitudes; Democracy; Intergroup Relations; Politics; School Role; Teacher Characteristics; Expertise; Lay People; Social Systems; Epistemology |
Abstract | In response to the contemporary problematic of populism and associated reactionary right-wing politics, this paper argues for a greater analytic focus on the role of schools and teacher expertise in understanding the social relations of populism. This conceptual paper builds a conjunctural conceptualisation of populism that understands it as an invariable political modality of modern democracies, mobilised to different political ends. Extending this analysis, I explore the ways in which schools and teacher expertise lie at the heart of the populist tension between the 'expert' and the 'layperson'. The social relationships to knowledge and knowledge-making institutions are fundamental to populism as well as the hierarchies of being understood (or not) as a 'knower' capable of truth-claims in modern liberal democracies. I conclude by arguing the need to engage in the social relations of 'popular' and 'expert' knowledge claims and the politics that underlie them. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |