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ERIC Number: EJ865853
Record Type: Journal
Publication Date: 2009-Nov
Pages: 23
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0013-2004
Education as an Affirmative Invention: Alain Badiou and the Purpose of Teaching and Curriculum
den Heyer, Kent
Educational Theory, v59 n4 p441-463 Nov 2009
Schools can be places where students articulate a preferred social future and exercise informed judgment with others toward that goal. Yet, educators have few examples of what a curriculum explicitly concerned with undertaking such a process might look like. Distinct from questions about how best to receive an Other or social science investigations of what may constitute educational "best practices," Kent den Heyer explores here the ways in which the work of Alain Badiou provides for a more proactive arrangement of knowledge in schools organized to instigate truth-processes that might supplement individual and socially inherited commitments. Through this exploration, den Heyer argues for the democratic and life-affirming benefits of scholars and teachers who take up a "disciplinary ethic of truths." He provides one of potentially many curricular examples of such an arrangement of knowledge.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A