Search

Die Autoren formulieren eine Auffassung der ­öffentlichen Rolle der Universität, die von Kants Idee eines »öffentlichen Gebrauchs der Vernunft« ­an­geregt ist. Dieser ­öffentliche Gebrauch der Vernunft er­fordert ein Ethos des Experimentierens und der aufmerk­samen Sorgfalt sowohl von ›Professoren‹ wie von ›Studenten‹ als den ›Bewohnern‹ der Universität: einer öffentlichen Versammlung, die sich mit Dingen von Belang, ja mit Wahrheitsdingen beschäftigt. Inwieweit – in welchen Praktiken von ­L­ehre, Forschung und Veröffentlichung – muss die aktuelle ›Netzwerk-Universität‹ demgegenüber als private Maschine betrachtet werden? Weithin regiert ein unternehmerisches Ethos des Gehorsams, das sich vor einem ­Tribunal der Qualität, der Evaluierung und der Akkreditierung verantwortet, im ­Geiste eines ­»Privatgebrauchs« der Vernunft im wahrsten Sinne. Wie ist dies zu vermeiden – und wie ist die Netzwerk-Universität dennoch als ­öffentliche Institution aufrechtzuerhalten? Es ist an der Zeit, zu analysieren, wie das ­derzeitige Streben nach Exzellenz jegliche Ansätze von »öffentlicher Versammlung« im Keim erstickt.

Nós nos recusamos firmemente a endossar a condenação da escola. Ao contrário, defendemos sua absolvição. Acreditamos que é exatamente hoje – em uma época em que muitos condenam a escola como desajeitada à realidade moderna e outros até mesmo parecem querer abandoná-la completamente – que o que a escola é e o que ela faz se torna evidente. Também esperamos deixar claro que muitas alegações contra a escola são motivadas por um antigo medo e até mesmo ódio contra uma de suas características radicais, porém essencial: a de que a escola oferece'tempo livre'e transforma o conhecimento e as habilidades em'bens comuns'e, portanto, tem o potencial para dar a todos, independentemente de antecedentes, talento natural ou aptidão, o tempo e o espaço para sair de seu ambiente conhecido, para se superar e renovar (e então mudar, de forma imprevisível) o mundo.

Rancière, Public Education and the Taming of Democracy introduces the political and educational ideas of Jacques Rancière, a leading philosopher increasingly important in educational theory. In light of his ideas, the volume explores the current concern for democracy and equality in relation to education. The book introduces and discusses the works of Jacques Rancière, a leading philosopher increasingly important in the field of educational theory and philosophy The volume will have a broad appeal to those in the field of education theory and philosophy, and those concerned with democracy, equal opportunities and pedagogy Balanced in its introduction of the political and educational ideas of this author and in its exploration in line with his work of some important issues in education and policy today Contributors from diverse countries and intellectual and cultural backgrounds, including the UK, US, Belgium, Sweden, Spain, France, Canada

This book collects studies with a ‘critical education policy orientation', and presents itself as a handbook of matters of public concern. The term ‘critical'does not refer to the adoption of a particular theoretical framework or methodology, but rather it refers to a very specific ethos or way of relating to the present and the belief that the future should not be the repetition of the past. This implies a concern about what is happening in our societies today and what could or should be happening in the future. As a consequence, the contributors to the book rely on a general notion of public policy that takes on board processes, practices, and discourses at a variety of levels, in diverse governmental and non-governmental contexts, and considers the relation of policy to power, to politics and to social regulation. Following the detailed introduction that aims at picturing the landscape of studies with a ‘critical education policy orientation', the book presents re-readings of six policy challenges; globalization, knowledge society, lifelong learning, equality/democracy/social inclusion, accountability/control/efficiency and teacher professionalism. It seeks to contextualise these in relation to issues of current global concern at the start of the 21st century. Despite the diversity of approaches, this collection of critical education policy studies shares a concern with what could be called ‘the public, and its education,'and represents a snapshot of education policy research at a particular time.