theory and resistance in education
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The logic of institutions is that they are aligned with government, and as long as this is the case, the bodies intersecting in the spaces will remain complicit (Giroux, 2008)
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Before the triumph of neoliberalism, Giroux advocates that “education has to be at the centre of any discourse about democracy and that is where the left has failed. They failed because they believe that the most important structures of domination are entirely economic”. For this educator, it is fundamental to prioritise all those elements that enable the changing of consciences, persuasion or the generation of identities.
Education, in the final analysis, is really about the production of agency. What kind of narratives are we going to produce that students can understand, that enlarge their perspective not only on the world but on their relationship to others and themselves? To begin with methods is to completely ignore, probably, all the most fundamental questions about education: ideology, culture, power, authority … How are these things constituted? What’s the basis for knowledge? In what way does it speak to a particular kind of future? Because all education is an introduction in some way to the future. It’s a struggle over what kind of future you want for young people”. Methods, he concludes, “contain a kind of silence on the side of the worst forms of repression… because they deny the very notion that students are alive.
Автор: Michalinos Zembylas
Видання: Critical Studies in Education , 2019 , с. 1-16