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The Political as Presence: On Agonism in Citizenship Education
Örebro University, School of Humanities, Education and Social Sciences.ORCID iD: 0000-0002-0327-9989
2017 (English)In: Philosophical Inquiry in Education, ISSN 1916-0348, Vol. 24, no 3, p. 252-265Article in journal (Refereed) Published
Abstract [en]

In recent years, an agonistic approach to citizenship education has been put forward as a way of educating democratic citizens. Claudia W. Ruitenberg (2009) has developed such an approach and takes her starting point in Chantal Mouffe’s agonistic theory. Ruitenberg highlights how political emotions and political disputes can be seen as central for a vibrant democratic citizenship education. The aim of this paper is to critically explore and further develop the concepts of political emotions and political disputes as central components of an agonistic approach. In order to do this, I return to Mouffe’s point of departure in the concept of the political. By drawing on Michael Marder’s (2010) notion of enmity, I suggest how “the presence of the other” can be seen as a vital aspect of the political in citizenship education. By not abandoning the concept of enmity, and with the notion of presence in the foreground, I argue that Ruitenberg’s definition of political emotions needs to be formulated in a way that includes emotions revolving around one’s own existence as a political being. Moreover, I argue that in order to further develop the agonistic approach, the emphasis on the verbalization of opinions in political disputes needs to be relaxed, as it limits the political dimension in education and excludes crucial political practices, such as exodus. 

Place, publisher, year, edition, pages
Concordia University Department of Education, Concordia University, Montreal QC, Canada , 2017. Vol. 24, no 3, p. 252-265
Keywords [en]
Agonism, The political, Emotions, Citizenship Education
National Category
Pedagogy
Research subject
Education
Identifiers
URN: urn:nbn:se:oru:diva-58063ISI: 000419272500005OAI: oai:DiVA.org:oru-58063DiVA, id: diva2:1110672
Available from: 2017-06-16 Created: 2017-06-16 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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The Political as Presence

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Tryggvason, Ásgeir

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