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ERIC Number: EJ930628
Record Type: Journal
Publication Date: 2010
Pages: 19
Abstractor: As Provided
Reference Count: 59
ISSN: ISSN-0017-8055
Rethinking Education and Emancipation: Being, Teaching, and Power
De Lissovoy, Noah
Harvard Educational Review, v80 n2 p203-221 Sum 2010
This essay describes two central principles for a renewed emancipatory pedagogy across educational contexts: the recognition of an essential equality between students and teachers and a liberatory agency that uncovers and builds on students' effectivity as beings against domination. While critical educational theory traditionally conceives of "the human" as a condition to be developed through the process of conscientization, De Lissovoy argues for the recognition of the human as the already existing fact of a body in struggle. He proposes an understanding of the human as the ontological kernel of the selves of students and teachers, as it asserts itself before contests over knowledge and identification. Building from recent work in cultural studies and philosophy that confronts the question of "being" as a political problem, the author develops an original understanding of emancipation as the discovery and affirmation of the persistent integrity and survival of beings in struggle. (Contains 4 notes.)
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A