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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: 2017-10-24Bibliographically approved

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Mårdh, AndreasTryggvason, Ásgeir

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CiteExportLink to record
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