97 research outputs found
Challenging persistent rape myths: an interview with Joanna Bourke
No full textJoanna Bourke is a prize-winning social and cultural historian, a Fellow of the British Academy, and a public intellectual. Her books, which have been translated into multiple languages, have explored the history of gender, working-class culture, emotions, war, and the relationships between animals and humans. Her most recent books are Birkbeck: 200 Years of Radical Learning for Working People (Oxford University Press, 2022) and Disgrace: Global Reflections on Sexual Violence (Reaktion Books, 2022). The latter was written as part of her Wellcome Trust-funded project SHaME (Sexual Harms and Medical Encounters), of which she is the Principal Investigator. Her book Five Evil Women will be published by Reaktion Books in January 2026. Philosopher of education Rowena Azada-Palacios spoke to Joanna Bourke about how historical approaches can help us understand and find solutions to present-day issues of sexual violence
Postcolonial Education and National Identity: An Arendtian Re-Imagination
No full textRecognizing the strategic role that national identities play in post-colonial struggles for justice, this book conceptualizes a new approach to teaching national identity that, following Hannah Arendt, emphasizes children\u27s ability to renew culture. The book uses the Philippine colonial experience as a case study, and includes a genealogy of Hannah Arendt\u27s concept of the \u27social\u27, including an analysis of how she used this idea to explore the role that schools play within the political community. Azada-Palacios problematizes the way that national identity is valued as an educational goal in Philippine schools and the way that Philippine citizenship education continues to aspire towards a homogeneity of culture. Through an examination of colonial-era documents, she traces this characteristic of colonial history, and identifies this aspiration as an unreflective perpetuation of American colonial educational policy that has not been sufficiently criticized
The role of the philosopher of education in the task of decoloniality
Full text linkThis paper explores the meaning of ‘decolonization’ in relation to the school curriculum and the role of the philosopher of education in this task. Taking the Philippines as an example, this paper illustrates how coloniality has underpinned not only school curricula, but also entire systems of formal education in the post-colony. Following from this, it argues that decolonization in education must transcend the diversification of curricula and aim at a broader vision of justice. Drawing from the author’s own attempts to reimagine the teaching of national identity, the paper proposes that philosophers of education who wish to participate in the work of decoloniality view their contribution as the three-fold task of historical critique, conceptual retrieval, and creative reimagination
Hybridity and national identity in post-colonial schools
Full text linkThe recent resurgence of extreme-right movements and the nationalist turn of many governments across the world have reignited the relevance of discussions within educational philosophy about the teaching of national identity in schools. However, the conceptualisation of national identity in previous iterations of these debates have been largely Western and Eurocentric, making the past theoretical literature about these questions less relevant for post-colonial settings. In this paper, I imagine a new approach for teaching national identity in post-colonial contexts, founded on postcolonial conceptions of identity and in particular, the concept of hybridity. I first develop a postcolonial account of national identity by drawing on Homi Bhabha’s thinking about cultural identity, drawing on his concepts of liminality, splitting, and ambivalence. Then, building on Bhabha's notion of hybridity, I propose a distinction between national identity portrayals as either fixed or malleable. Finally, I demonstrate the implications of such a conceptual distinction on the way that national identity is taught in post-colonial schools; by way of an example, I envision a concrete approach to teaching national identity that views national identity as malleable rather than fixed, set in a hypothetical postcolonial school in the Philippines. By beginning from postcolonial assumptions about national identity, I hope to indicate new directions that the debates about the teaching of national identity in schools might proceed
Hannah Arendt on Educational Thinking and Practice in Dark Times: Education for a World in Crisis, Wayne Veck and Helen M. Gunter, Eds.
Full text linkHannah Arendt on Educational Thinking and Practice in Dark Times: Education for a World in Crisis, Wayne Veck and Helen M. Gunter, Eds
Schools as Social Spaces: Towards an Arendtian Consideration of Multicultural Education
Full text linkHannah Arendt has been criticised for the sharp distinction she drew between the social and political realms, and her application of this distinction to schools. In this paper, I demonstrate that this distinction can be interpreted as a heuristic that Arendt developed to address a tension that she had encountered in her attempt to understand childhood. She understood schools to be spaces that could prepare children for citizenship. However, she also recognised that attempts to prepare children for citizenship threatened two characteristics of childhood: their vulnerability and their natality. Arendt\u27s heuristic can be fruitful for addressing dilemmas in citizenship education in ethnoculturally plural contexts
Jana Mohr Lone and Michael D. Borroughs, Philosophy in Education: Questioning and Dialogue in Schools
Full text linkJana Mohr Lone and Michael D. Borroughs, Philosophy in Education: Questioning and Dialogue in School
- …
