The duty to resist: on schools, teachers and society
DOI:
https://doi.org/10.15448/1981-2582.2018.1.29749Keywords:
Education. Resistance. Qualification. Socialization. Subjectification.Abstract
In contemporary societies there are many expectations about what schools should do. These include equipping children and young people for the world of work, turning them into democratic citizens, or bringing about a cohesive and inclusive society. What unites such expectations is that they approach the school as a kind of instrument for solving societal problems. The school is treated as a function of society and thus as an institution that should be functional and useful for society. The danger with this way of thinking is that other questions – such as what it is that the school should take care of or stand for – easily disappear from sight. In this paper I explore how we might answer the question about the special and unique ‘task’ of the school, arguing that the school should not just be seen as a function of society but also has an important duty in resisting what society desires from it.
Downloads
References
BIESTA, G. J. J. Beyond learning: Democratic education for a human future. Boulder: Paradigm Publishers, 2006.
BIESTA, G. J. J. Good education in an age of measurement: ethics, politics, democracy. Boulder: Paradigm Publishers, 2010.
BIESTA, G. J. J. Interrupting the politics of learning. Power and Education, v. 5, n. 1, p. 4-15, 2013.
BIESTA. G. J. J. The beautiful risk of education. Boulder: Paradigm Publishers, 2014.
BIESTA, G. J. J. Hva er en pedagogisk oppgave? Om det å gjøre voksen eksistens mulig. In: BRUNSTAD, P. O.; REINDAL, S. M.; SÆVEROT. H. (Red.), Eksistens og pedagogikk: en samtale om pedagogikkens oppgave. Oslo: Universitetsforlaget, 2015a. p.194-209.
BIESTA, G. J. J. Wereld-gericht onderwijs: Vorming tot volwassenheid. De Nieuwe Meso, v. 2, n. 3, p. 54-61, 2015b.
BIESTA, G. J. J. Freeing teaching from learning: opening up existential possibilities in educational relationships. Studies in Philosophy and Education, v. 34, n. 3, p. 229-243, 2015c.
LEVINAS, E. Totality and infinity: an essay on exteriority. Pittsburgh; The Hague: Duquesne University Press; Martinus Nijhoff, 1969.
MASSCHELEIN, J. & SIMONS, M. Apologie van de school. Leuven: Acco, 2012.
MEIRIEU, P. Pédagogie: le devoir de résister. Issy-les- Moulineaux: ESF éditeur, 2007.
MOLLENHAUER, K. Vergessene Zusammenhänge: Ueber Kultur und Erziehung. München: Juventa. 1983.
OELKERS, J. Reformpädagogik. Eine kritische Dogmengeschichte. 4 ed. München: Juventa, 2005.
SIDORKIN, A. Learning relations: impure education, deschooled schools, and dialogue with evil. New York: Peter Lang, 2002.
SPIVAK, G. C. Righting the wrongs. South Atlantic Quarterly, v. 103, n. 2-3, 523-581, 2004.
Downloads
Published
How to Cite
Issue
Section
License
Copyright
The submission of originals to Educação implies the transfer by the authors of the right for publication. Authors retain copyright and grant the journal right of first publication. If the authors wish to include the same data into another publication, they must cite Educação as the site of original publication.
Creative Commons License
Except where otherwise specified, material published in this journal is licensed under a Creative Commons Attribution 4.0 International license, which allows unrestricted use, distribution and reproduction in any medium, provided the original publication is correctly cited.
