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.
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Research Article| June 23 2010
Rethinking Education and Emancipation: Being, Teaching, and Power
Harvard Educational Review (2010) 80 (2): 203–221.
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Noah De Lissovoy; Rethinking Education and Emancipation: Being, Teaching, and Power. Harvard Educational Review 1 July 2010; 80 (2): 203–221. doi: https://doi.org/10.17763/haer.80.2.h6r65285tu252448
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