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ERIC Number: EJ1140326
Record Type: Journal
Publication Date: 2016
Pages: 11
Abstractor: As Provided
ISSN: ISSN-2369-8659
Pedagogy of Attention: Subverting the Strong Language of Intention in Social Justice Education
Desroches, Sarah J.
Philosophical Inquiry in Education, v24 n1 p53-63 2016
In this paper, I explore the possibility of social justice education as pedagogy of "attention" rather than simply pedagogy of "intention." Drawing on Gert Biesta's (2010) concept of "strong" education, I begin by explaining how the language of intention in social justice education relies on a discourse in which "in-puts" will result in specific and immediate "out-puts." In this sense, social justice education can proceed too quickly to action-oriented imperatives. Following this, I take up Jan Masschelein's (2010) notion of poor pedagogy: pedagogy that requires nothing more than paying attention to argue that creating a space in which the only goal is to pay attention offers the potential of producing a shift in how social justice education proceeds. Pedagogy of attention subverts the primacy of pedagogy of intention by making an important contribution to social justice education, presenting the world in a way that is not contained by the frames (limitations) of what students are told exists, allowing for the possibility of transformation.
Canadian Philosophy of Education Society. S-FG 6310 Faubourg Ste-Catherine Building, 1610 St. Catherine West, Montreal, Quebec, Canada, H4B 1R6. Tel: 514-758-7813; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A