Education and the alterity of democracy

Detalhes bibliográficos
Autor(a) principal: Stevenson, Nick
Data de Publicação: 2018
Tipo de documento: Artigo
Idioma: eng
por
Título da fonte: Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
Texto Completo: https://publicacoes.fcc.org.br/cp/article/view/4668
Resumo: The idea of a democratic education in the English context has lost a considerable amount of ground since the 1960s. Here I argue that such is the dominance of neoliberal understandings of education over the Right and much of the social democratic Left that new thinking is required. I begin by considering the view that we have now become so post-democratic that people no longer wish to be free. It is in this context that we may talk about the alterity of democracy. I explore different ideas about how we might seek to link education to ideas of the commons, thereby connecting the idea of education to more participatory notions of citizenship. All of these ideas need to be revived in the context of a state that increasingly controls schools from the center and the dominant rationality of the market. 
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spelling Education and the alterity of democracyLa educación y la alteridad de la democraciaL’éducation et l’altérité de la démocracieA educação e a alteridade da democraciaEducaçãoLiberdadeDemocraciaEducationFreedomDemocracyEducaçãoEducaciónLibertadDemocraciaÉducationLibertéDémocratieThe idea of a democratic education in the English context has lost a considerable amount of ground since the 1960s. Here I argue that such is the dominance of neoliberal understandings of education over the Right and much of the social democratic Left that new thinking is required. I begin by considering the view that we have now become so post-democratic that people no longer wish to be free. It is in this context that we may talk about the alterity of democracy. I explore different ideas about how we might seek to link education to ideas of the commons, thereby connecting the idea of education to more participatory notions of citizenship. All of these ideas need to be revived in the context of a state that increasingly controls schools from the center and the dominant rationality of the market. La idea de una educación democrática en el contexto inglés perdió un terreno considerable desde la década de 1960. Argumento aquí que, ante el grande dominio ejercido por comprensiones neoliberales de educación, sobre la derecha y buena parte de la izquierda socialdemócrata, es necesario un nuevo pensamiento. Inicialmente considero la perspectiva de que hemos llegado a ser tan postdemocráticos que las personas ya no desean más ser libres. En ese contexto podemos hablar de la alteridad de la democracia. Exploro diferentes ideas sobre como podríamos buscar interconectar la educación con la idea de commons,3 asociando la idea de educación a nociones más participativas de ciudadanía. Todas estas ideas precisan ser revitalizadas en el contexto de un Estado que controla cada vez más las escuelas desde el centro y la racionalidad dominante del mercado. L’idée d’une éducation démocratique a perdu du terrain dans le contexte anglais a partir des années soixante. Mon argument est que la domination exercée par les vues néolibérales de l’éducation sur la droite tout autant que sur une bonne partie de la gauche social-démocrate est si grande qu’une nouveau entendement se fait nécessaire. Tout d’abord, j´examine l´approche que considere que nous sommes devenus tellement post-démocratiques que les personnes ne désirent plus être libres. C’est dans ce contexte qu’on peut parler de l’altérité de la démocratie. J’explore différentes idées sur la manière par laquelle nous pourrions chercher à relier l’éducation aux idées de commons,2 en associant l’idée d’éducation à des notions plus participatives de la citoyenneté. Toutes ces idées doivent être revitalisées dans le contexte de l’État qui contrôle chaque fois plus les écoles à partir du centre et de la rationalité dominante du marché. A ideia de uma educação democrática no contexto inglês perdeu terreno considerável desde a década de 1960. Argumento aqui que o domínio exercido por compreensões neoliberais de educação, sobre a direita e boa parte da esquerda social-democrata, é tamanho que é necessário um novo pensamento. Inicio considerando a perspectiva de que nos tornamos tão pós-democráticos que as pessoas não desejam mais ser livres. É nesse contexto que podemos falar sobre a alteridade da democracia. Exploro diferentes ideias sobre como poderíamos buscar interligar a educação com as ideias de commons,1 associando a ideia de educação a noções mais participativas de cidadania. Todas essas ideias precisam ser revitalizadas no contexto de um Estado que controla cada vez mais as escolas a partir do centro e da racionalidade dominante do mercado.Fundação Carlos Chagas2018-03-21info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://publicacoes.fcc.org.br/cp/article/view/4668Cadernos de Pesquisa; Vol. 48 No. 167: jan./mar.2018; 150-171Cadernos de Pesquisa; Vol. 48 Núm. 167: jan./mar.2018; 150-171Cadernos de Pesquisa; Vol. 48 No. 167: jan./mar.2018; 150-171Cadernos de Pesquisa; v. 48 n. 167: jan./mar.2018; 150-1711980-53140100-1574reponame:Cadernos de Pesquisa (Fundação Carlos Chagas. Online)instname:Fundação Carlos Chagas (FCC)instacron:FCCengporhttps://publicacoes.fcc.org.br/cp/article/view/4668/3537https://publicacoes.fcc.org.br/cp/article/view/4668/pdfCopyright (c) 2018 Cadernos de Pesquisahttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessStevenson, Nick2022-12-02T13:08:30Zoai:ojs.publicacoes.fcc.org.br:article/4668Revistahttp://publicacoes.fcc.org.br/ojs/index.php/cp/indexhttps://old.scielo.br/oai/scielo-oai.phpcadpesq@fcc.org.br||cadpesq@fcc.org.br1980-53140100-1574opendoar:2022-12-02T13:08:30Cadernos de Pesquisa (Fundação Carlos Chagas. Online) - Fundação Carlos Chagas (FCC)false
dc.title.none.fl_str_mv Education and the alterity of democracy
La educación y la alteridad de la democracia
L’éducation et l’altérité de la démocracie
A educação e a alteridade da democracia
title Education and the alterity of democracy
spellingShingle Education and the alterity of democracy
Stevenson, Nick
Educação
Liberdade
Democracia
Education
Freedom
Democracy
Educação
Educación
Libertad
Democracia
Éducation
Liberté
Démocratie
title_short Education and the alterity of democracy
title_full Education and the alterity of democracy
title_fullStr Education and the alterity of democracy
title_full_unstemmed Education and the alterity of democracy
title_sort Education and the alterity of democracy
author Stevenson, Nick
author_facet Stevenson, Nick
author_role author
dc.contributor.author.fl_str_mv Stevenson, Nick
dc.subject.por.fl_str_mv Educação
Liberdade
Democracia
Education
Freedom
Democracy
Educação
Educación
Libertad
Democracia
Éducation
Liberté
Démocratie
topic Educação
Liberdade
Democracia
Education
Freedom
Democracy
Educação
Educación
Libertad
Democracia
Éducation
Liberté
Démocratie
description The idea of a democratic education in the English context has lost a considerable amount of ground since the 1960s. Here I argue that such is the dominance of neoliberal understandings of education over the Right and much of the social democratic Left that new thinking is required. I begin by considering the view that we have now become so post-democratic that people no longer wish to be free. It is in this context that we may talk about the alterity of democracy. I explore different ideas about how we might seek to link education to ideas of the commons, thereby connecting the idea of education to more participatory notions of citizenship. All of these ideas need to be revived in the context of a state that increasingly controls schools from the center and the dominant rationality of the market. 
publishDate 2018
dc.date.none.fl_str_mv 2018-03-21
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
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dc.identifier.uri.fl_str_mv https://publicacoes.fcc.org.br/cp/article/view/4668
url https://publicacoes.fcc.org.br/cp/article/view/4668
dc.language.iso.fl_str_mv eng
por
language eng
por
dc.relation.none.fl_str_mv https://publicacoes.fcc.org.br/cp/article/view/4668/3537
https://publicacoes.fcc.org.br/cp/article/view/4668/pdf
dc.rights.driver.fl_str_mv Copyright (c) 2018 Cadernos de Pesquisa
https://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2018 Cadernos de Pesquisa
https://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Fundação Carlos Chagas
publisher.none.fl_str_mv Fundação Carlos Chagas
dc.source.none.fl_str_mv Cadernos de Pesquisa; Vol. 48 No. 167: jan./mar.2018; 150-171
Cadernos de Pesquisa; Vol. 48 Núm. 167: jan./mar.2018; 150-171
Cadernos de Pesquisa; Vol. 48 No. 167: jan./mar.2018; 150-171
Cadernos de Pesquisa; v. 48 n. 167: jan./mar.2018; 150-171
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0100-1574
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