ERIC Number: EJ891171
Record Type: Journal
Publication Date: 2010-Aug
Abstractor: As Provided
Reference Count: 25
Democratic Education: An (Im)Possibility that yet Remains to Come
Friedrich, Daniel; Jaastad, Bryn; Popkewitz, Thomas S.
Educational Philosophy and Theory, v42 n5-6 p571-587 Aug 2010
Efforts to develop democratic schools have moved along particular rules and standards of "reasoning" even when expressed through different ideological and paradigmatic lines. From attempts to make a democratic education to critical pedagogy, different approaches overlap in their historical construction of the reason of schooling: designing society by designing the child. These approaches to democracy make inequality into the premise of equality, assuming a consensual partition of the world and the need for specific agents to monitor partitioned boundaries, thus reinserting differences as the basis of practice. Democracy, however, according to Jacques Ranciere, only becomes visible when its partitioning is challenged under the opinion of equality. Yet, undoing the epistemological dogma of planning embodied in the notions of "critical" and deliberative democracy might also involve confronting the comparative style of thought which provides the epistemological "rules" that insert inequality as equality. Deleuze and Guattari's rhizome and Derrida's justice help extend Ranciere's democracy and equality into unfamiliar terrain. What implications might this have for thinking about educational policy and curriculum? The argument, ironically, maintains Enlightenment attitudes about reason and rationality, but while "trying" different epistemological rules and recognizing how the epistemological and ontological fold into one another it provides an alternative understanding of education and democracy.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: firstname.lastname@example.org; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A