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| 008 | 140318s2014 ne b 001 0 eng d | ||
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_a9462096147 _qpaperback |
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| 035 | _a(OCoLC)871016454 | ||
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_aLB14.7 _b.W34 2014 |
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_a370.1 _223 |
| 100 | 1 |
_aWaghid, Yusef, _eauthor. _9824147 |
|
| 245 | 1 | 0 |
_aPedagogy out of bounds : _buntamed variations of democratic education / _cby Yusef Waghid. |
| 264 | 1 |
_aRotterdam, The Netherlands : _bSense Publishers, _c[2014] |
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| 264 | 4 | _c©2014 | |
| 300 |
_axvii, 103 pages ; _c24 cm. |
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| 336 |
_atext _btxt _2rdacontent |
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| 337 |
_aunmediated _bn _2rdamedia |
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| 338 |
_avolume _bnc _2rdacarrier |
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| 490 | 1 |
_aEducational futures : rethinking theory and practice ; _vvolume 63 |
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| 504 | _aIncludes bibliographical references and index. | ||
| 505 | 0 | 0 |
_g1. _tRaising Doubts about Liberal Approaches to Democratic Education -- _g2. _tStretching Democratic Education Towards a Politics of Friendship -- _g3. _tDemocratic Education and Disruptive Encounters -- _g4. _tDemocratic Education in Becoming -- _g5. _tPedagogy, Scepticism and Responsibility -- _g6. _tPedagogy and Dialectic of Freedom: Towards New Beginnings -- _g7. _tPedagogy within Rhizomatic Spaces: On Becoming-Minoritarian -- _g8. _tPedagogy and the End of Teaching -- _g9. _tPedagogy and a Politics of Counter-Speech -- _g10. _tPedagogy Untamed: Towards a Democratic Education of Vigilance -- _tPostscript: Unbounded Teaching and Learning: On Hospitality and Ubuntu in South Africa. |
| 520 | _a"The focus of this book is on building on current liberal understandings of democratic education as espoused in the ideas of SeylaBenhabib, Eamonnn Callan, Martha Nussbaum, Iris Marion Young and Amy Gutmann, and then examines its implications for pedagogical encounters, more specifically teaching and learning. In other words, pedagogical encounters premised on the idea of iterations (talking back) and reasonable and compassionate action are not enough to engender forms of human engagement that can open up new possibilities and perspectives. Drawing on the works of poststructuralist theorists, in particular the seminal thoughts of Jacques Derrida, Jacques Rancière, Giorgio Agamben, Jacques Lacan, Stanley Cavell, Maxine Greene, Gilles Deleuze and Felix Guattari, and Judith Butler, it is argued that a democratic education in becoming has the potential to rupture pedagogical encounters towards new beginnings on the basis that teachers and students can never know with certainty and completeness. Consequently, it is argued that teaching and learning ought to be associated with pedagogical activities in the making, more specifically a pedagogy out of bounds, in terms of which speech and action would remain positively free, sceptically critical, and responsibly vigilant - a matter of making teaching and learning more authentic so that students and teachers are provoked to see things as they could be otherwise through an enhanced form of ethical and political imagination. It is through pedagogical encounters out of bounds that relations between teachers and students stand a better chance of dealing with the strangeness and mysteries of unexpected, unfamiliar, and improbable action."--Publisher's website. | ||
| 650 | 0 |
_aEducation _xPhilosophy _9349989 |
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| 650 | 0 |
_aDemocracy and education _9340450 |
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| 830 | 0 |
_aEducational futures ; _vv. 63. _91064568 |
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