Details
Citizenship for the Learning Society
Europe, Subjectivity, and Educational ResearchJournal of Philosophy of Education 1. Aufl.
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21,99 € |
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| Verlag: | Wiley-Blackwell |
| Format: | |
| Veröffentl.: | 02.03.2016 |
| ISBN/EAN: | 9781119152071 |
| Sprache: | englisch |
| Anzahl Seiten: | 240 |
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Beschreibungen
<p>Within <i>Citizenship for the Learning Society</i>, the governance of the learning citizen is mapped in relation to European educational and cultural policy. Prevalent notions of voice and narrative - in policy and in educational research - are analysed in relation to Europe’s history.</p> <ul> <li>The text is concerned with the way in which ‘European citizenship’ is understood in current policy, the way in which the term ‘citizenship’ operates, and how learning is central to this</li> <li>Analysis combines educational philosophy and theory with anthropological, sociological, and classic philosophical literature</li> <li>Draws on both Continental European (Foucault, Deleuze, Heidegger, Levinas) and American (Cavell, Emerson, Thoreau) philosophy</li> <li>Material is organised in two parts: Part One discusses the discourses and practices of citizenship in the European learning society, in both educational and cultural policy and educational research, from the perspective of governmentality; Part Two provides analysis of particular aspects of this discourse</li> </ul>
<p>Preface vi</p> <p>Acknowledgements ix</p> <p>1 Introduction 1</p> <p><b>Part One 41</b></p> <p>2 Constructing Europe: Citizenship, Learning, and Accountability 43</p> <p>3 Environment, Heritage, and the Ecological Subject 69</p> <p>4 The Subject and the Educational in Educational Research 88</p> <p>Between Part One and Part Two 125</p> <p><b>Part Two 135</b></p> <p>5 1933, Or Rebirth 137</p> <p>6 America, Or Leaving Home 167</p> <p>7 Plato, Or Return to the Cave 188</p> <p>8 Conclusion 206</p> <p>References 215</p> <p>Index 223</p>
<b>Naomi Hodgson</b> is a Visiting Research Associate in the Centre for Philosophy of Education at University College London. She is also an affiliate of the Laboratory for Education and Society, KU Leuven, Belgium and Visiting Lecturer at Leeds Trinity University, UK. Her research interests include the role of learning and research in current modes of governmentality, subjectivity, and technologies of accountability, on which she has published a number of journal articles and book chapters. She is currently Reviews Editor for the <i>Journal of Philosophy of Education</i>.
<p>In the transition of Europe to a learning society, citizenship has been recast. Fostering a European identity has required mobilisation of a narrative of shared European history and promotion of a common language of permanent investment in skills and competences. This notion of citizenship entails a different self-understanding than was present during the modern period, marked so decisively by the rise of the nation-state.</p> <p>In the light of the notion of governmentality, this book maps this self-understanding of citizenship for the learning society through analysis of education and cultural policy discourses. The exploration of prevalent ideas of narrative and voice reveals how governance now operates through particular ways of accounting for ourselves. With reference to key philosophical texts in the European narrative, notions of voice, heritage, and accountability are subjected to critical reconsideration in order to ask what citizenship means in the learning society and what role educational research plays in it.</p>
<p>‘What lies behind the recent calls for multicultural citizenship, lifelong learning, and well-being? Is the trend toward voice and narrative in educational research truly liberatory? What does the accountability movement signal about our new relationship to ourselves? I recommend this book for its disturbing answer to these questions and its subtle exploration of an alternative path.’<br /><b>Chris Higgins, University of Illinois at Urbana-Champaign, USA</b><br />Editor, <i>Educational Theory<br /></i>Author of <i>The Good Life of Teaching: An Ethics of Professional Practice</i></p> <p>‘In this wide-ranging, searching, and highly original book Naomi Hodgson analyses some of the watchwords of our time: citizenship education, the learning society, well-being, among others. Surely no sensible person can be against these? Yet, as Hodgson shows, they carry with them unexpected implications, particularly for the nature of educational research and the identity of the educational researcher.’<br /><b>Richard Smith, Durham University, UK</b></p>
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