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Om det politiska i samhällskunskap: Agonism, populism och didaktik
Örebro University, School of Humanities, Education and Social Sciences.ORCID iD: 0000-0002-0327-9989
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 [en]
Social Science Education, Democratic Education, Agonism, Populism, The Political, Political Emotions
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:oru:diva-69664ISBN: 978-91-7529-269-4 (print)OAI: oai:DiVA.org:oru-69664DiVA, id: diva2:1256577
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
List of papers
1. Democratic Education and Agonism: Exploring the Critique from Deliberative Theory
Open this publication in new window or tab >>Democratic Education and Agonism: Exploring the Critique from Deliberative Theory
2018 (English)In: Democracy & Education, ISSN 1085-3545, E-ISSN 2164-7992, Vol. 26, no 1, p. 1-9, article id 1Article in journal (Refereed) Published
Abstract [en]

Due to the current political challenges facing democratic societies, including an apparent presence of populist rhetoric, the question of how political discussions should take place in democratic education is as urgent as ever. In the last two decades, one of the most prominent approaches to this question has been the use of deliberative theory. However, the deliberative approach has been criticized from an agonistic perspective for neglecting the role of emotions in political discussions. Deliberative theorists have in turn responded to this critique and argued that the agonistic approach tends to put too much emphasis on students’ emotions and identities in political discussions. Recently, as a contribution to this debate, the idea of assimilating agonism with deliberation has been suggested as a way of overcoming the differences between agonism and deliberative theory.

The purpose of this paper is to contribute to the educational debate between agonism and deliberative theory by exploring the deliberative critique from the vantage point of agonism. I claim that the deliberative critique of agonism is unfounded and based on a misreading of Mouffe’s agonistic theory. Furthermore, I argue that the attempt to assimilate agonism with deliberation is not compatible with Mouffe’s agonistic theory

Place, publisher, year, edition, pages
Portland, Oregon, USA: Lewis & Clark College, Graduate School of Education and Counseling, 2018
Keywords
Education, agonism, deliberative theory, political emotions, democracy
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-67106 (URN)
Available from: 2018-05-28 Created: 2018-05-28 Last updated: 2018-11-21Bibliographically approved
2. The Political as Presence: On Agonism in Citizenship Education
Open this publication in new window or tab >>The Political as Presence: On Agonism in Citizenship Education
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
Keywords
Agonism, The political, Emotions, Citizenship Education
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-58063 (URN)000419272500005 ()
Available from: 2017-06-16 Created: 2017-06-16 Last updated: 2018-11-21Bibliographically approved
3. Democratic Education in the Mode of Populism
Open this publication in new window or tab >>Democratic Education in the Mode of Populism
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
Keywords
Populism, Democratic education, The public, Demands, Affect, Antagonism
National Category
Pedagogy Philosophy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-54881 (URN)10.1007/s11217-017-9564-5 (DOI)000412461800001 ()2-s2.0-85009848651 (Scopus ID)
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
4. Den politiska dimensionen i samhällskunskap
Open this publication in new window or tab >>Den politiska dimensionen i samhällskunskap
(English)Manuscript (preprint) (Other academic)
National Category
Pedagogy
Identifiers
urn:nbn:se:oru:diva-70260 (URN)
Available from: 2018-11-21 Created: 2018-11-21 Last updated: 2018-11-21Bibliographically approved

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Tryggvason, Ásgeir

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1234563 of 6
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