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Democratic Education in the Mode of Populism
Örebro University, School of Humanities, Education and Social Sciences.ORCID iD: 0000-0001-9876-6255
Örebro University, School of Humanities, Education and Social Sciences.ORCID iD: 0000-0002-0327-9989
2017 (English)In: Studies in Philosophy and Education, ISSN 0039-3746, E-ISSN 1573-191X, Vol. 36, no 6, p. 601-613Article in journal (Refereed) Published
Abstract [en]

This paper seeks to bring John Dewey’s pragmatist philosophy of democratic education and the public into dialogue with Ernesto Laclau’s theory of populism. Recognizing populism as an integral aspect of democracy, rather than as its antithesis, the purpose of this paper is to provide a theoretical account of populism as being of educational relevance in two respects. First, it argues that the populist logic specifies a set of formal elements by which democratic education could operate as a collective enterprise. Second, it asserts that the notion of populism supplements any congenial understanding of democratic education by bringing political demands, conflicts and affects to the fore. Finally, the paper discusses the risks and possibilities inherent in visualizing populism as an educational modus.

Place, publisher, year, edition, pages
Springer, 2017. Vol. 36, no 6, p. 601-613
Keywords [en]
Populism, Democratic education, The public, Demands, Affect, Antagonism
National Category
Pedagogy Philosophy
Research subject
Education
Identifiers
URN: urn:nbn:se:oru:diva-54881DOI: 10.1007/s11217-017-9564-5ISI: 000412461800001Scopus ID: 2-s2.0-85009848651OAI: oai:DiVA.org:oru-54881DiVA, id: diva2:1067393
Note

Funding Agency:

LUN (The Board of Teacher Education) at Örebro University

Available from: 2017-01-20 Created: 2017-01-20 Last updated: 2018-11-21Bibliographically approved
In thesis
1. Om det politiska i samhällskunskap: Agonism, populism och didaktik
Open this publication in new window or tab >>Om det politiska i samhällskunskap: Agonism, populism och didaktik
2018 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

Democratic education can be seen as being constituted by a political dimension in two senses. In one sense, democratic education is political because it has a politically formulated goal to educate citizens. In another sense, the practice of democratic education is in itself political, in that it constitutes a space in which students encounter different visions of and opinions about what society should be like. In the intersection of these two meanings of “the political” we find the teacher. How can teachers navigate and approach “the political” in their classrooms? Which conceptions of conflicts, emotions and identities are useful when approaching the political as an educational problem?

This thesis formulates an agonistic perspective on the political in social science education. In four articles, the thesis explores agonism and populism in relation to social science education. In focus are questions about the role that emotions, conflicts and identities should play in democratic education. Three of the four articles are theoretical investigations into the problems and potentialities of agonism and populism. The fourth article is empirically based on interviews with social science teachers and classroom observations. By synthesizing the results from these four articles, an agonistic perspective on the political in social science education is formulated. The agonistic perspective consists of four concepts: political emotions, hegemony, political presence and simplification. With these concepts, the agonistic perspective provides a theoretically informed starting point for teachers to reflect on and approach “the political” in social science education.

Place, publisher, year, edition, pages
Örebro: Örebro University, 2018. p. 138
Series
Örebro Studies in Education, ISSN 1404-9570 ; 58Örebro Studies in Educational Sciences with an Emphasis on Didactics ; 17
Keywords
Social Science Education, Democratic Education, Agonism, Populism, The Political, Political Emotions
National Category
Pedagogy
Identifiers
urn:nbn:se:oru:diva-69664 (URN)978-91-7529-269-4 (ISBN)
Public defence
2018-12-14, Örebro universitet, Forumhuset, Hörsal F, Fakultetsgatan 1, Örebro, 13:15 (Swedish)
Opponent
Supervisors
Available from: 2018-10-17 Created: 2018-10-17 Last updated: 2018-11-30Bibliographically approved

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Mårdh, AndreasTryggvason, Ásgeir

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